Salem-Teikyo University (STU) (West Virginia) has been charged with developing a student assessment plan to be fully implemented by 1995. This report is a first step toward this plan, presenting the perspective, paradigms, possibilities, and a proposal for the assessment of student outcomes. The perspective advocated is that of the Center for Assessment Research and Development at the University of Tennessee (Knoxville). The paradigms (models) for the assessment can be derived from the assessment processes of other institutions, including the following: (1) the University of Tennessee (Knoxville); (2) Alverno College (Wisconsin); (3) Johnson County Community College (Kansas); and (4) Winona State University (Minnesota). The possibilities for student evaluation at STU are complicated by the fact that approximately 50 percent of the students are Japanese and would not have equivalent college entrance examination scores. Questions of the cultural bias of tests generally used for evaluation must also be resolved. The proposition extended to STU is based on the objective of achieving substantive, long-term improvement. It requires planning to describe the academic environment and measure outcomes of change, fostering changes in instructional behavior and materials, and implementing and sustaining changes until they are institutionalized. Addenda present an assessment model and objectives for departments of teacher education, management services, natural sciences and mathematics, and physical education. (SLD)