Assessment of student learning is critical and designing assessments that demonstrate what students know and are able to do are key to transforming undergraduate biology, advocated by Vision and Change in Undergraduate Biology Education and the Ecological Society of America’s Four-dimensional Ecology Education (4DEE) Framework. These reports provide conceptual frameworks for thinking about and designing undergraduate biology/ecology courses. Importantly, both emphasize multidimensional learning that helps instructors define what they want students to learn (core ideas) and do with their knowledge (scientific practices), and how they want students to focus their knowledge through multiple lenses (crosscutting concepts). The 2012 National Research Council report, A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas advocates the same framework for pre-college students, and initially introduced the idea of three-dimensional learning as a guide to help students develop a robust understanding of science. During this workshop, participants will engage in groups to redesign and develop open-ended and multiple-choice assessment questions, use case studies, and apply the criteria we have developed as part of the Three-Dimensional Learning Assessment Protocol (3D-LAP; Laverty et al 2016) and the 4DEE Framework https://www.esa.org/4DEE/. Facilitators will answer questions about 3D-LAP and 4DEE and provide guidance for question development with respect to scientific practices. Participants will leave with a working knowledge of how to apply multidimensional learning to modify existing assessment items and build new ones. Please bring a sample exam that you wish to work with and the core ideas for student learning from your course.