The current system of assessment in dental education does not intensively explore the candidates’ clinical proficiency. The assessment should not only be used for promotion or graduation, but it should also provide feedback to both the candidate and the teachers based on the candidate’s performance. Hence, there are three dimensions of assessment namely the assessment of learning, assessment for learning and the assessment as learning. The process of assessment is perceived differently by the different stakeholders of the examination process including the candidates, teachers, policymakers and society. In the last two decades, significant changes have happened in the attributes of a good assessment method for medical and dental examinations. This chapter reviews a short history, purpose, and principles of assessment in dental examinations.