The determination of assessment content is often made on the basis of cost, political "clout", and relevance, in that order. Three areas of assessment content are discussed: Broad areas, specific areas to be measured, and non-test information. The broad areas and non-test information are policy issues, while the determination of specific outcomes is a more technical one. Several criteria are suggested for aiding policy makers in determining broad areas and the non-test information which is to be included. The issue of determining specific outcomes may occur at the initial planning stages of assessment or as suggested by Dyer, following an assessment "trial" run. In either case the specific outcomes should be determined on the basis of the involvement of professional educators and nonprofessional educators. Oregon's methodology for determining specific outcomes for assessment is included. (Author/BJG)