Assessment, by definition, is a means of estimating the quality or value of something. In this case assessment may be geared toward students directly in the form of enhancing learning, faculty in terms of better teaching, departments for improved curriculum development, and institutions for the purpose of public relations, resource allocation, and accreditation. This panel examined assessment in all of these cases, with a particular focus on assessment of learning outcomes. Learning outcomes are at the very essence of what we as teachers are trying to achieve and assessment provides us with ways to determine whether we are actually meeting these goals. The purpose of this track was to examine both assessment and learning outcomes and to develop ways to improve both. This article synthesizes the main findings of papers presented in the track together with the ensuing discussion. The article is split into five major topics: the role of assessment, the uses of assessment, the inevitability of assessment, approaches of assessment, and how we do assessment.