Describes the move to outcomes-based assessment at California State University Monterey Bay. Discusses the faculty's experience with the transition and features an anecdote at the start of each chapter.

Why develop outcomes for assessment and learning? : why not? -- A culture for faculty learning about outcomes-based assessment : honoring and addressing the realities -- Outcomes : articulating our learning expectations -- Student evidence : designing assignments and assessments for diverse learners -- Criteria and standards for assessment : no longer a faculty secret -- Faculty responses to development of outcomes-based assessment protocols -- Going beyond making assessment "public and visible" -- Alignment : making explicit connections between teaching decisions and learning outcomes -- Reviewing and analyzing student evidence : constructivist faculty development -- Faculty responses to assessment of student evidence -- Moving to outcomes-based assessment and learner-centered education through the scholarship of teaching, learning, and assessment.