Arguing that assessments of student progress describe the consequences of the interaction of the multitude of elements that make up the educational system, this paper examines the three-tiered assessment system used at Redhill Technical College (RTC), in Surrey, England, to fulfill diagnostic and motivational functions for the college as a whole. Introductory material presents the student as part of a broad system, rather than as an isolated entity; argues that changes in the educational system will lead to changes in student performance; and suggests that student assessment should diagnose the weaknesses and strengths of the system which do not attach to particular students. After discussing the purposes to be served by assessing student progress and the success with which the college is operating in relation to the student, progress monitoring is examined in terms of its role as a diagnostic tool. The argument is put forth that student assessment should include the monitoring of information about the performance of the class as a whole, enrollments, and other aspects of the educational system, and the value of this kind of information for students and educators is underscored. Next, the monitoring system used at RTC is described, followed by a review of the three main tiers for the publication of assessment data: the principal's annual report to the governing body; the presentation of departmental data to the academic board and other college bodies; and the report on departmental progress to members of the departments. (HB)