Assessment is not simply a test, but a process by which information is obtained and linked to a known objective or goal ( Kizlik, 2011). Assessment may include tests, but tests themselves are not a valid type of knowledge assessment. Accurate measurement requires both testing and observation methods. The assessment results can then be used for reporting purposes or to make changes to the study program for a particular student or students. In order to assess student learning accurately and comprehensively, goals must be in place, as well as a way to collect and measure the data. History of Assessment Assessment is an evolving study within higher education institutions. The history of assessment dates back to the Middle Ages. For example, in medieval Paris, at the University of Bologna, a Master of Arts in Law or Theology taught new students. It was not until students studied and learned grammar and philosophy over a four-year program that they began to study with a master. The master assessed students daily through a question and answer process to prepare them for public examinations. These public exams usually consisted of arguments or debates that students studied and memorized. An argument could last an entire day and would be given by the master and defended by one or more students (respondents). With conflict being a major topic in many cities, the university would sometimes cancel other events to ensure everyone could attend. Harsh punishments were also part of being a student throughout the 19th century. Because they believed it inspired student learning, medieval school masters could inflict harsh reprimands on their students, such as resorting to corporal punishment in the middle of a sheet of paper......rg/ who_we_are/about_us/New Leadership Alliance. (2011). Retrieved September 13, 2011 from New Leadership Alliance: History: http://www.newleadershipalliance.org/who_we_are/history/(2007). Quality assessment in higher education: an overview of institutionalization, practices, problems and conflicts. In the compilation The Authors Volume (pp. 135-146). Portland: Portland Press Ltd.RICHARD J. SHAVELSON1∗, MA-P. (2005). Windows on the mind ∗. Higher Education, 49: 413-430. Higher Education Commission (HLC). (2011). Retrieved September 15, 2011 from the Higher Learning Commission: http://www.ncahlc.org/Thornton, JF (2008). Does the evaluation of results harm higher education? The NEA Higher Education Journal, 61-69. Wilbrink, B. (1997). Evaluation in historical perspective. Retrieved September 16, 2011 from Ben Wilbrink: http://www.benwilbrink.nl/publicaties/97AssessmentStEE.htm