Specialized accrediting bodies stand at the forefront of the assessment movement in higher education and exert important influences on program and institutional assessment and improvement. The academic programs these bodies approve are frequently among the first on campus to consider ways to assess student competence. This book focuses on their approaches to assessment and the ways in which assessment is changing, both within institutions and amongst the various accrediting bodies and professions. As more and more fields focus on competencies – medical education in Canada being a major example -there is a need to rethink and reconsider assessment.