Many factors, including reduced teaching resources, higher student-to-teacher ratios, evolving teaching technologies, and increased emphasis on success skills, have made it necessary for many teaching faculties to become more deliberate about continuous curriculum assessment and improvement. An example is the evolution of food science education standards prescribed by the Institute of Food Technology. The 1966 standards prescribed a food science knowledge base, the 1992 standards added requirements for statistics and success skills, and the 2001 standards prescribed outcome-based measures of learning, continuous curricular evaluation and improvement, and greater flexibility of curricular design. This article describes the simple sustainable assessment protocols followed in food science at the University of Guelph to help ensure a continuously improving curriculum that satisfies the pedagogical prescriptions of the Institute of Food Technology, the learning objectives of the university, and learning outcomes of other stakeholders, including employers, students, and faculty. A more general description of curriculum assessment based in part on the food science experience is also presented. (Contains 3 figures and 2 tables.)