Introduction to the special issue.

The teaching-of-psychology community often likes to refer to itself as a close-knit family or tribe. On the surface, there may appear to be factions or competing interests at times, such as teachers who tend to affiliate more with the American Psychological Association (APA), the Association for Psychological Science (APS), or the National Institute for the Teaching of Psychology (NITOP). Some teachers of psychology may prefer to read or publish in Teaching of Psychology (ToP), the official journal of the Society for the Teaching of Psychology (STP); others may prefer Psychology Learning & Teaching, published by SAGE. This special issue of Scholarship of Teaching and Learning in Psychology—a publication of the APA—is published in cooperation with our scholarly siblings at ToP. Although it may appear at times that different entities are in competition for the same audience, the fact of the matter is that similar journals (and similar organizations, conferences, etc.) can serve the same audience. The central topic of the shared special issue—assessment—is indeed important enough that it warrants examination from multiple perspectives, and we are honored to collaborate with our gifted colleagues and friends at ToP.