Despite what is known about quality assessment, these ideals are not always delivered in practice. This chapter provides design thinking as an assessment designing application with a human-centred design approach, grounded in empathy towards stakeholders’ assessment experiences, as a way of creating assessment that could further promote assessment for inclusion practices. Design thinking was adopted as a qualitative methodological approach in the research inquiry process. Directly consulting and empathising with end-users are important features of the five-stage design thinking process, with the first stage termed ‘empathise’. This chapter reveals how the first stage of design thinking (‘empathise’), was approached in the assessment design process, adding to the limited research on using design thinking in education settings. A discussion of the practical approaches undertaken in the empathise stage, together with the outcomes of the empathy interviews and reflections on the effectiveness of the process is presented. The lessons thereby learned from adopting the empathetic approach as an inclusive assessment design method may assist others in exploring this more novel approach to assessment design in higher and teacher education.