Principles for college outcomes assessment, as outlined in the literature, are reviewed. Drawing on the experience of the Virginia State Polytechnic Institute and State University (Virginia Tech) during a decade of state-mandated outcomes assessment, a number of salient issues are identified. Faculty and academic issues include these: faculty resistance to assessment and accountability; relationship of faculty development to assessment; maintaining continuity year-to-year; and continuous assessment and resulting curricular adjustment in academic units. Administrative considerations concern: data dissemination; financial support for assessment activities; curriculum changes resulting from frequent assessment; student involvement in learning; placement testing; evaluating success in introductory courses; qualifications of assessment personnel; and cooperation between assessment, institutional research, and planning. One additional issue is that at the state and national levels there appears to be a trend toward standardization of testing and opinion surveys. The paper foresees such trends as: statewide student testing; increased use of numerical indicators; common satisfaction questions such as those in alumni surveys; use of peer studies; increased sophistication of disciplinary accreditation bodies; close scrutiny of innovations; and increased pressure for assessment from the business sector. (MSE)