A quality assurance model for assuring quality in the development of course objectives and classroom and exit examinations is presented. Called the Course Development Model, it was an outgrowth of a 1985 pilot study conducted at the University of Central Florida. The study found that more than 100 faculty who completed a questionnaire did not properly design nor adequately evaluate the tests they developed for their classes. Objectives of the model are to improve accountability, develop better testing instruments, and improve the instructional process. The model requires that course descriptions contained in college catalogs describe course content in concrete terms that would enable an instructor to derive sound course objectives. The course objectives can then be used to develop the tests and measuring devices used to evaluate student performance and learning. The model requires that a test construction taxonomy, such as Bloom's, be used as a guide to develop these tests. The final step is the evaluation of tests and measuring instruments for reliability and validity. The model promotes accountability without requiring the faculty member to give up independence. Use of the model will not only improve evaluation of student performance, but will help the professor improve instruction. The model will also be helpful in faculty evaluation. (SW)