Embodying anti-racist behaviors and taking concrete actions to achieve equitable outcomes, are worthy goals to expect for learning, or to observe within faculty culture, among students, in syllabi and institutional policies. Questions we ask ourselves include: In what ways is each student prepared for learning activities in college? Inside or outside the classroom, how could we focus appropriately upon those who have been minoritized, excluded, or disadvantaged? Even if changes in perspective lead to new attitudes, these can be very hard to reveal. How might instructors and educators determine if those desirable changes are occurring? Moving beyond equitable outcomes, how can we move to anti-racist assessment practices?