Views of the chief academic officers at Minnesota colleges concerning assessment were surveyed. Responses were received from 17 private colleges, 5 University of Minnesota campuses, 7 state universities, 18 community colleges, and 33 area vocational-technical institutes. For each type of institution, survey results are presented concerning: the extent of discussion and planning concerning assessment, the climate for assessment and obstacles, types of assistance needed to conduct assessments, the role of assessment, and the types of assessment information collected. To determine what assessment information was collected, a second questionnaire was sent to institutional research officials at the campuses. There appeared to be a high level of discussion and/or planning activity regarding quality and assessment in Minnesota institutions among faculty, administrators, and boards. The type of assessment discussion and planning varied with institutional type. With the exception of the vocational-technical institutes, the institutions supported focusing assessment on broadly defined outcomes rather than easily learned skills and knowledge. In general, the colleges wanted to tie assessment to improving instruction and including feedback to students. Appended are the questionnaires and average responses for each item. (SW)