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Stephen J. Friedman, Outcomes, Learning, and Assessment in General Education 21thank teachers years later for efforts that were likely not appreciated (at leastnot in the same way) at the time?Perception data are even more useful when they come from those whosubsequently interact with graduates. Using similar kinds of scales, employers,for example, can provide a unique perspective on the extent to whichoutcomes have been achieved. For example, an employee’s ability to workeffectively in a team could easily be appraised using this approach. Gatheringsupervisors’ perceptions in internship settings is similar. These sources ofdata can be particularly useful in assessing the effectiveness of instructionin the major, although GE outcomes can also be included. Employers andsupervisors are in a position to offer a perspective that should be of interestwhen determining the extent to which the outcomes of a program or majorhave been achieved. This means taking a longer view of assessment, realizingthat while some outcomes can be evaluated immediately, others will requirethe passage of time to assess in a meaningful way.Standardized assessments begin a range of options that address somethingfar more interesting than students’ perceptions—that is, what they actuallyknow and/or are able to do. Instruments like the Collegiate Assessment ofAcademic Proficiency 17 can be used within the context of GEPs, althoughinducing students to take such tests seriously can be problematic, becausethey are often administered apart from a specific course. I was once involvedin a plan to administer such an examination that was a complete disaster.After ordering hundreds of expensive protocols from the publisher and17 This standardized examination is published by the American College Testing Company. Itmeasures basic knowledge and skills and is primarily intended for use with college-levelstudents.