The role of assessment in the chemistry classroom is ultimately tied to the nature of the assessments available for use. Because they provide data that can inform decisions about curricular changes, or new pedagogies, the incorporation of new assessment strategies can play an important role in how educational and curriculum reform is carried out. Several recent developments in assessment have been tied together to investigate the benefits of using multiple assessment strategies in decision making about teaching innovation. These new tools include measures of student problem solving, metacognition, cognitive development within the chemistry content at the college level and evaluation of students in affective aspects of learning. Summaries of how these new tools may be combined and what measures arise from such combinations are presented. (Contains 2 figures, 1 table and 2 notes.)