The measurement difficulties of experiential learning arise because assessment is often individualized, off-campus learning experiences are not well structured or defined and paper-and-pencil tests are often inappropriate measurement devices. The assessment process requires quality control to assure that it can accurately indicate whether learning has taken place and to verify that the learning meets an educational standard of quality. Special attention must be given to the reliability and validity of the assessment procedures. Of special significance is the notion of standards. Both the norm-referenced and criterion-referenced approaches can be employed to determine whether the student has achieved an acceptable level of learning. (Author)