In 1991, a student learning outcomes assessment was conducted at Wenatchee Valley College, Washington. All English 101 students in the winter and spring quarters of 1990 wrote a 2-hour final exam. Winter quarter students wrote on the same topic while spring quarter students wrote on one of three randomly assigned topics. Five English 101 instructors evaluated the 262 student essays. Each essay was rated by at least two instructors. During the winter rating session, the second rater was able to see the first rater's evaluation. The purposes of the assessment were to evaluate the relationship between exam and course performance; the degree of student learning consistency between class sections; the consistency in faculty ratings of the same essays; the effect of viewing previous rater's scores on the subsequent rater's scoring; and the dimensions of English instruction where students performed the best and where performance (or instruction) needed improvement. Study results included the following: (1) course grades were not necessarily predictive of performance on the exam; (2) a high degree of consistency was found in 12 of 14 course learning objectives across all course sections; (3) students' scores and faculty ratings were not affected by having one essay topic assigned to all students, or one of three topics randomly assigned; (4) knowledge of a previous rater's score did not affect the subsequent rater's evaluation; and (5) students performed best in the area of essay organization and most poorly in the area of mechanics. Evaluative criteria, survey instruments, and detailed data tables and graphs with analysis are appended. (JMC)