This paper describes three non-traditional higher education outcomes assessment models and identifies common characteristics of successful models of this type. Institutions considering how to meet state, national, and accrediting agency mandates have two kinds of non-traditional approaches available: formative and summative assessment. Formative assessment helps institutions make internal adjustments to student programs before the student completes the program. Summative assessment is that which evaluates the overall effectiveness of programs and services. A third emerging model is the Assessment Center model in which the testing and evaluating procedures for an institution are coordinated. Common features of assessment models all designed to meet the unique needs of individual institutions include evaluation of: clearly stated institutional mission and goals developed by the institutional community; in-place formal systems procedures; faculty commitment; administrative support; feedback from students and graduates; student-faculty contact beyond class; assessment focus on student completion; feedback to students; and commitment from chief leadership personnel. The paper closes with a discussion of the historical context of assessment pressures in higher education and a look at why assessment is now being mandated. Contains 18 references. (JB)