Volume II of the Handbook for Assessment in the Service of Learning moves from foundational principles to the conceptual tools and methods needed to build assessment systems that actively improve, not just measure, learning. Section I offers frameworks for learner‑centered assessment—foregrounding formative practice, self‑regulated learning, personalization and equity, validity, and social justice—so that technical quality and justice are co‑equal design imperatives. Section II translates these ideas into practice: game‑based learning, educative portfolios, dynamic learning maps, culturally and linguistically responsive co‑design, redesigned score reporting, and analyses of learner–system interactions that turn digital traces into actionable evidence. Volume II of this Handbook for Assessment in the Service of Learning provides blueprints and validation guidance to inform assessment systems that support learners —bridging Volume I’s foundations to Volume III’s exemplars. It also advanced the series’ proposition that assessment, teaching, and learning are inseparable.