This article provides an overview of ways to initiate a comprehensive and effective assessment program within student services and academic support services. It also provides three key questions that an institution should answer in order to create an effective assessment: (1) What does the faculty expect the students to learn? (2) Can it be demonstrated that students have learned what the faculty expects? and (3) How can the results of assessment be used to improve student learning? It is suggested that a comprehensive and effective assessment program should include both direct and indirect measures. The article emphasizes four principal areas of learning that should be assessed, including: (1) General Education; (2) Program or Major; (3) Basic Skills; and (4) Student Services or Academic Support Services. It suggests that effective assessments include a component addressing both access and equity. Also, assessments should be made at the institution, program and course level. Some potential outcome variables for assessing a program or service over time are suggested, including: course completion rates, basic skills completion rates, retention rates persistence rates, GPA, graduation rates, transfer rates, success after transfer, job placement rates, and job or employer satisfaction. The article concludes with some suggestions to help facilitate the implementation of an assessment. (JS)