This paper reviews two areas of limitations concerning college outcome assessments and argues that while cognitive outcomes may be effectively measured during the students' academic careers, the perceptions of alumni are a necessary component of the assessment of affective outcomes. The limitations that are addressed concern first, determining what outcomes are to be assessed, and second, deciding who to assess (current students or alumni). Both the theoretical aspects of college outcomes assessment and the application of the assessment method are discussed. The theoretical section addresses the nature of cognitive and affective objectives and the appropriate role of students and alumni in the assessment of these outcomes. The applied section makes reference to the assessment method assumed by an outcomes study undertaken during the 1980s by 13 church-related colleges in determining the achievement of affective outcomes as measured by the perceptions of over 3,000 alumni. Attention is focused on the method of assessment rather than on an analysis of study results. Contains 15 references. (GLR)