When teachers with antiracist goals invite students to share in assessment practices, they open up possibilities to reflect on their own and their students' politics and subjectivities. The contributors to Narratives of Joy and Failure in Antiracist Assessment share their reflections on their efforts to engage in this collaboration. The chapters in this edited collection consider three central questions: How might writing teachers and students account for their own intersectional embodied subjectivities in collaborative writing assessment practices? What roles do the politics of judgement play in assessment ecologies where students collaborate with the teacher? Broadly speaking, how might writing teachers and students with antiracist goals navigate the complexities and tensions that arise through collaborative writing assessment practices?