Graduate education is an increasingly diverse segment of higher education. The master's degree is replacing the baccalaureate as the new standard for adult learners, and professional doctorates all signal an expanding domain. Graduate programs are not exempt from requirements for assessment of outcomes, yet standards and best practices for assessment in graduate programs are few and far between. In this article, the authors describe the community and local institutional barriers related to accountability and assessment of student achievement. They discuss some measures of process outcomes and learning outcomes for graduate programs. Promising approaches to measuring graduate student learning outcomes include rubrics and student portfolios.