Issues in the development of assessments of higher order thinking skills for college graduates are discussed in the order in which they were presented when this series of papers was commissioned. With regard to Issue 1, it is generally agreed that the development of these skills is a desirable goal, but there is little consensus on how they should be assessed and less agreement on how they should be taught or measured. The next step in development of large-scale assessments will be the use of scoring protocols that are developed to provide diagnostic information for instruction. The development of extended free response items for large-scale assessments is discussed, with reference to existing national surveys such as the National Assessment of Educational Progress and the National Adult Literacy Survey. The setting of performance standards as posed in Issue 2 is discussed. The only currently relevant database, as questioned by Issue 3, is the Graduate Record Examination database assembled for the National Science Foundation, which could serve as a beginning and a model for development of national assessment data. A six-item list of references is included. Reviews by L. Boehm, J. L. Herman, and M. Scriven of this position paper are provided. (SLD)