This issue of "Assessment Update" presents a three part series on fixing assessments. In Part 1, David Eubanks advocates for a collaborative model of assessment as the field enters a fourth decade of low return on investment. In Part 2, Megan R. Good laments the opportunity cost of continuing the define-measure-improve assessment model and challenges the assessment community to level up. In this final segment of the series, Part 3, Josephine A. Welsh and Douglas D. Roscoe identify accreditation standards as the primary drivers of the define-measure-improve formula and suggest new standards that emphasize faculty discussion of student learning and large-scale research on student achievement.