During the past few decades, faculty developers within the United States and internationally have steadily become more aware of the need to do a better job of assessing their programs. They are part of institutions of higher education that are also growing more aware that they not only need to "support" learning by professors and students but they also need to "be" learning organizations. Assessment consists of a series of decisions that the person(s) doing the assessment must make. For example, consider the why, what, and how of assessment. Why is the assessment necessary? Who is the intended audience for the assessment? What do they want to know? What is their primary question? What is the scope of the assessment? The whole program? A signature activity? One particular event? What information needs to be collected? Should information be collected about participant learning, changes in their practice of teaching, student learning, and so forth? How can the desired information be collected? How should the information be used or presented? This article shares ideas, information, and examples for each of these central questions and then wraps up with some suggestions on the general characteristics of good assessment procedures. (Contains 1 figure.)