The direction of innovation and reform in science education is moving toward a student-centered learning paradigm that is organized around core concepts and competencies, and engaged through empirically supported instructional practices. What forms of assessment would support these educational aims? Several characteristics of a compatible assessment program may be considered: (1) Constructively aligned assessment; (2) Summative and formative assessment; (3) Assessment of a range of knowledge types; (4) A range of assessment tools; (5) Ability to address higher-order thinking; and (6) Ability to address real-world contexts. Effective science teaching at the undergraduate level requires that faculty learn and adopt effective instructional practices as well as methods for the active assessment of student learning. Yet, formal training in learner-centered instruction and assessment is seldom part of the preparation science faculty receive prior to entering the undergraduate classroom. Faculty development in learning assessment can enhance the effectiveness of efforts to reform science education, and it is a crucial component of institutional capacity for science education reform.