Students' perceptions concerning quality in education, the norm-reference approach to student evaluation, and the problem of assessing how much learning has occurred are discussed. To one sample of students, quality meant desirable institutional characteristics and outcomes concerning their own learning and development. Institutions are likely to have difficulty in measuring up to expectations for quality since students have different educational expectations, social and educational background, academic preparation, age, learning styles, and personal development. In addition, the norm-referenced approach to evaluation is not appropriate for a diverse student body. Problems in student evaluation include: each institution and teacher establishes private performance norms, the criteria for performance are seldom clearly articulated, and grades awarded depend primarily upon one student's performance relative to another. Responses to the issue of educational quality and to the underlying complexities of evaluation and grading are recommended. Attention is directed to: the need to recognize different types of competence and knowledge, the fact that standards should vary for different individuals and objectives, and the need to articulate evaluation criteria, methods, and evidence. (SW)