This report focuses on assessing the quality of undergraduate education. A framework for thinking about the topic is provided, followed by a discussion of the ways in which the educational context is typically organized and student achievement is typically measured, with suggestions for new indicators and measures. The significance of contexts and processes is noted, with 10 suggested measures of process and context variables. Suggestions are also made for improving the content of alumni surveys. How these quality-related issues are viewed in relation to concerns for accountability, standards, evaluation, and assessment is briefly discussed, with renewed emphasis on how assessment can best contribute to learning and improvement. An adequate assessment of educational and instructional quality requires a battery of measures, a variety of observations, and the recognition of multiple aims. In addition, the role of students in evaluations needs to be given greater attention; by keeping time logs, diaries, and writing an autobiography, students can directly express and document both the process and results of learning. Two tables and 20 figures are included. (SLD)