Are Content Tests All the Assessment We Need?

The role of assessment in the development of new, and presumably enhanced, curricular and pedagogical reforms is becoming increasingly apparent. Reform efforts in chemistry education have the unique benefit of having ACS Exams exist for the past 80 years. The history of ACS Exams, how they have progressed over time, and efforts related to the Exams Institute provide important context to understand the possible role of having educational measurement infrastructure in place for supporting such reforms. This chapter provides both an historical perspective, and an example of more recent efforts to enhance non-content measures of student attributes in order to illustrate this potential for chemistry educators.