Most of assessment's attention over the last two decades has been aimed at cross-cutting outcomes--critical and analytical thinking, problem solving, quantitative literacy, and communication--that are typically identified with general education. Just about everyone agrees that abilities like these are essential markers of higher learning; critical thinking typically tops the list of faculty priorities for student learning, regardless of field or institutional type. They're also the outcomes that have caught the attention of employers and policymakers (as well as test makers)--who are not, for the most part, asking how well students understand art history, sociology, or criminal justice (though they "are" asking about math and science preparation). And of course they are outcomes that overlap with those of the disciplines. In short, assessment's focus on cross-cutting outcomes makes perfect sense, but it has also meant that the assessment of students' knowledge and abilities "within" particular fields, focused on what is "distinctive" to the field, has received less attention. And that's too bad. In this article, the author reviews the current state of affairs in departmental and disciplinary assessment, and points to emerging developments that can help to deepen faculty engagement with questions about how and how well students achieve the learning valued within and across diverse fields. (Contains 8 resources and 6 online resources.)