The 2000 publication of Standards for Technological Literacy: Content for the Study of Technology (ITEA, 2000/2002) was a critical point in the history of technology education. The standards defined, for the first time, a systematic and intellectually rich approach for the study of technology. Though not abandoning completely the field's industrial arts roots, the standards were a clear statement that the old ways no longer were sufficient to maintain, let alone grow, the profession. Declining graduation rates and a national technology teacher shortage seemed to validate this view. Also motivating the standards effort was the International Technology Education Association (ITEA) leadership's desire to create a stronger identity for the field within U.S. education and bring needed attention to the issue of technological literacy. Of course, the standards by themselves will not remake the profession or push technological literacy into the mainstream. A host of other pressure points within the education system will need attention, including teacher preparation, curriculum development, and assessment, to name just the most obvious components. Teachers must learn to teach to the standards; curricula must be designs that are based on the standards; and testing must reflect what the standards suggest students should know and be able to do. This article focuses on the last of these interrelated elements of reform: assessment.