This article examines assessment of "intangible" concepts in dance education such as creativity, risk, originality, or artistic thinking. Through the development of assessment workshops for arts educators, conducted from 2009 through 2011 across the state of Illinois and supported by the Illinois Arts Council, the authors developed a clear model for the creation of assessment practice in this area. This article addresses the importance of assessment in dance education, both as necessary aspects of teaching and learning and as powerful elements of advocacy for the dance education field. An authentic process for development of assessments is shared, along with a sample rubric. (Contains 2 figures.)