The authors begin this chapter by revisiting Astin, Panos, and Creager (1967), who developed a conceptual scheme to guide the selection of various types of measurements organized by three dimensions: (1) type of outcome; (2) type of data; and (3) time. In assessing basic skills, general education, and attainment of the major, the focus is on cognitive outcomes. This chapter summarizes the dominant student development theories, notes important noncognitive outcomes, and reviews several assessment instruments that measure student personal growth. (Contains 1 table.)