This report reflects experiences in the development of new conceptual frameworks for defining learning outcomes that are most desirable for effective life preparation and that emphasize the way people process and integrate information rather than how well people merely store and retrieve information. These new measures, for use in institutions of postsecondary education, must: (1) be sensitive and relevant to important learning outcomes; (2) have general significance to a wide variety of career and life outcomes; (3) have practical utility for educators; (4) be methodologically and technically innovative, e.g., utilize operant rather than respondent behaviors; and (5) be quantifiable and thus amenable to rigorous determination of reliability, validity, and meaning. Keeping in mind these concerns, innovative measures have been developed that attempt to answer the need for more operant measurement techniques to assess the factors of process, integration, and implementation. These measures are described and organized according to their particular outcome domains--cognitive, effective, or social. Of these tests and measures described, none is especially useful as a diagnostic or assessment tool in isolation. Thus, the General Integrative Model, involving the use of several of the tests and measures described, is introduced as one way of evaluating the meaningful integration of life skills. (MM)