This article argues that while the importance of assessment in academic advising is clear and the current emphasis on defining and measuring student learning outcomes represents an essential component of any comprehensive advising assessment plan, an even more comprehensive understanding of programme assessment is needed. Drawing upon business literature related to Kaplan and Norton's balanced scorecard and an expanded model of Bolman and Deal's organisational frames, this article suggests an extended framework for understanding and engaging in comprehensive assessment of advising programmes. (Contains 4 tables.)