The author presents self-report data from students in three upper-level undergraduate courses to illustrate the comparative effectiveness of different out-of-class assessment approaches in promoting completion and comprehension of reading assignments. Students reported agreeing or strongly agreeing that all three assignments motivated them to complete their readings on time, enhanced their ability to contribute to class discussions, and resulted in greater understanding of the material. Implications for future research are discussed in light of specific findings pertaining to student note-taking, intrinsic versus extrinsic motivation for completing assignments, and aligning assessment measures with specific types and levels of cognitive functioning.