The 1994 National Standards for Arts Education were succeeded by a new generation of standards published in 2014 by the National Coalition for Core Arts Standards (NCCAS). This iteration of voluntary standards provided a new foundation for designing curriculum for visual arts education. The design of the standards utilized the curriculum model known as "Understanding by Design" created by Wiggins and McTighe (2005). In designing the 2014 National Core Arts Standards, NCCAS augmented the "Understanding by Design" model consisting of Enduring Understandings and Essential Questions by adding Artistic Processes, Anchor Standards, Performance Standards, and Model Cornerstone Assessments (MCAs). MCAs provide examples of standards-based assessments to demonstrate how measurement of learning under these standards might be structured in art educators' programs and schools. MCAs serve as anchors for the curriculum. They identify the most important performances that students should be able to demonstrate with acquired content knowledge and skills. This essay discusses the origin of MCAs, explores the MCA model, and describes how MCAs can be used in art educators' programs. Assessment White Papers for Art Education is a collection of essays that teach about current and established assessment practices and theories, and how they are relevant to all of the National Art Education Association's membership. This series offers a starting point for NAEA members--across all levels--as well as parents, administrators, and the general public to understand assessments' applications to art education.