This essay presents the findings of an authentic and holistic assessment, using a random sample of one hundred student General Education ePortfolios, of two of Salt Lake Community College's (SLCC) college-wide learning outcomes: quantitative literacy (QL) and information literacy (IL). Performed by four faculty from biology, humanities, and mathematics, the assessment underscores the benefits associated with asking students to attend to the inter-connectedness of their General Education curriculum by showcasing and reflecting on their work in ePortfolios. Using ePortfolios to assess student work invites a constructivist approach to teaching, learning, and assessment. ePortfolios contain evidence (student work and reflections) of how students are experiencing the curriculum and how they are or are not achieving learning outcomes. More important, in terms of assessment, ePortfolios promise authentic and evidence-based assessment, as well as a potential for closing the loop.