This paper discusses the validity of licensure examination results as an indicator of the performance of higher educational institutions. Licensure examination scores are available to departments for a variety of disciplines and analysis is best performed within the departments. The quality of feedback may dictate the usefulness of results. Using annual feedback to develop institutional and national trends over time allows an institution to monitor the level of change in exam scores and trends can help with curriculum design and reform. When individual student scores are available, results can be used as one component of a multiple-component measure to assess student learning. The licensure examination score can be coupled with results of employer surveys, job placement information, and other measurements to provide a broad view of outcomes. There can be several kinds of limitations to using licensure examination scores depending on the nature of the data available from the licensure board. However, when a good understanding of the scope, content, and limitations of a given examination exists, and the examination mirrors the curriculum, the results can serve as an important part of a comprehensive assessment process. Appendices include information on sources of examination results in selected disciplines and information on the current status of state legislative reporting requirements. (Contains 18 references.) (JB)