Assessment of student learning is a cornerstone of biochemistry and molecular biology (BMB) education. Yet few BMB instructors receive meaningful professional development in best practices in assessment. To promote such training in the BMB education community, we conducted a workshop on writing questions for summative assessment in the summer of 2020. Recognizing the individual and institutional homogeneity in our BMB education community, we recruited workshop participants primarily from the Southeastern United States due to the multitude of Historically Black Colleges and Universities and Hispanic‐Serving Institutions in the region. 28 participants were selected to provide diversity in individual and institutional demographics. Led by six members of the ASBMB Accreditation and Certification Exam Team, the online workshop, spread across nine days, featured whole‐group discussions interspersed with small‐group activities. Post‐workshop surveys revealed significant gains in self‐reported professional development in assessment creation. Surveys also highlighted the inclusive environment of the workshop. 43% of the workshop participants were subsequently recruited into the ASBMB Certification Exam Team, providing fresh voices and perspective to the group. This workshop is an excellent example of how the intentional partnership with individuals and institutions from historically marginalized populations can begin a movement toward necessary and meaningful change in the BMB education community.