Accreditation and other organizations show increasing interest in an institute of higher education’s assessment of student learning outcomes. When asked to assess student learning outcomes, faculty often plunge directly into choosing a specific measure or tool. Sometimes there is confusion about the distinction between goals, objectives, and outcomes. Resistance to the task and unused data are common occurrences. Introducing an evaluation focus to the assessment process can result in greater participation and higher quality assessments. Rather than espouse a particular evaluation model, the presenter suggests introducing an “evaluative” way of thinking that helps clarify outcomes and addresses the needs of particular departments and individual faculty. #AssessmentinHigherEducation #2010Conference #TeachingofEvaluation