Little work has been done regarding the overall assessment of quality of computer science graduates at the undergraduate level. This paper reports on a pilot study at the University of Alabama of a prototype computer science outcomes assessment designed to evaluate the breadth of knowledge of computer science seniors. The instrument evaluated two areas: technical knowledge and knowledge of computing history and culture. The exam, which was presented to students unannounced during a regularly scheduled class meeting, consisted of 100 questions that covered the basic areas of the discipline. Results indicated: (1) graduating seniors have a degree of breadth knowledge roughly consistent with what one would expect; (2) the introductory breadth course does not provide breadth knowledge equivalent to what seniors obtain after taking several advanced depth courses, although a substantial amount of breadth material is covered in that course; and (3) students have little knowledge of computing history and culture at all levels of the curriculum. (Contains 10 references.) (Author/AEF)