Student learning in higher education is traditionally assessed and compared using institution statistics (e.g., graduation rate, students' entrance examinations scores and percent of students with jobs or plans to enter graduate or professional schools after graduation). This practice is no longer adequate to meet the needs of workforce preparation for the 21st century's knowledge-based, global economy. There is a call for significant improvement in assessing student learning in higher education. The purpose of this paper is to provide a review of assessing kinesiology student learning in higher education. After explaining why there is strong interest in assessment reform, a new four-dimension student learning construct is introduced. Conventional assessment practice in kinesiology and its limitation is then reviewed under this new student learning construct. The new assessment reform movement and attempts for reform in the field of kinesiology are then reviewed. Finally, major areas in assessing student learning in kinesiology that should be changed are addressed and future directions in improving assessment practices in kinesiology are outlined. (Contains 4 tables and 4 figures.)