A new model of library instruction assessment--a 360 degrees analysis--is needed to address the many facets of the teaching process. This model establishes interconnections in all aspects of instruction and requires a multi-faceted approach that incorporates assessment in every stage of teaching and learning. At The University of Montana Mansfield Library, the design and development of the library instruction program is being purposefully evolved into a cycle in which assessment is embedded through 360 degrees, is integrated at the program level, addresses the individual needs and professional development of library teaching faculty, provides substantive data for communication with administrators and the campus community, and builds on the cycle of assessment defined by Angelo and Cross (1993). (Contains 4 figures and 1 table.)