The "National Standards for Physical Education" (National Association for Sport and Physical Education [NASPE], 2004) provides, at each grade level, sample performance outcomes that identify students' progress toward achieving each standard. Many of the performance outcomes indicated for standard one identify movement competency in gymnastics as a desirable goal for elementary-age students. To achieve standards-based outcomes, teachers must have knowledge of skill progressions and appropriate assessment practices for different types of curricular content. Unfortunately, teachers often feel unprepared to include gymnastics, more specifically educational gymnastics, in the elementary school physical education curriculum due to a lack of familiarity with the content and a lack of knowledge about how it should be assessed. Given the clear indication in the national standards that physical education students should develop movement competency in more than just games, and because teachers are under more administrative pressure to demonstrate that their programs have a positive effect on what students know and can do, the purpose of this article is to bridge the gap between the design of progressive experiences in educational gymnastics and the assessment of those experiences. First, educational gymnastics is defined and a framework for content development in educational gymnastics is revisited. The article then presents options for assessing students across the four progressive stages of skill development in this framework. Since few guidelines exist to assess student achievement in educational gymnastics, the article aims to provide useful assessment strategies in a content area that has much to offer in terms of developing functional body management and problem-solving skills. (Contains 2 tables and 6 figures.)