Publication Type: Conference Paper/Unpublished ManuscriptAbstract: Assessment is not a popular cause in academia today. Most faculty vigorously resist calls to conduct assessment beyond the very legitimate and traditional assessment related to grading various assignments, quizzes, exams, and research projects. Nevertheless, a number of external pressures suggest that we academics should lead the way in assessment, lest Federal and state politicians impose highly undesirable standard assessment measures upon us. Regional higher education accreditation agencies have taken up the call for assessment with renewed energy in recent years; perhaps their assessment expectations will save us from ourselves. This paper suggests a pathway for aligning assessment across xx levels that meets both external demands and internal university needs, while mollifying faculty reluctance to engage. The levels considered include (1) the Western Association of Schools and Colleges (WASC) regional accrediting agency, (2) the California State University system (equivalent to other state systems), (3) the University, (4) the College within the university (College of Arts & Sciences), (5) the degree program (Global Studies), and (6) the individual faculty members in their courses. The recommendations are supported by research regarding best practices in teaching, learning, and assessment.