Assessment refers to the perceived need to measure and evaluate the degree to which the learning objectives are met in either a single class or a whole instructional program during the instructional process or after its completion. To make assessment beneficial, it must be visible to all involved. The instructor must be able to obtain or create the affective and cognitive learning objectives, and have these approved by their superiors. The students must be apprised of the cognitive learning objectives. The teacher must include the cognitive objectives in their teaching. The tests must be based on the cognitive learning objectives. Assessments must be made on the affective learning of the students. Appropriate assessments must be used to evaluate the quality of instruction of the teacher. Assessments must be made with regard to the cognitive learning of each student and all students in a class collectively. The same thing applies to assessments of complete programs, just on a larger scale. Learning objectives and assessment have the potential of increasing the quality of education at every level. However, to accomplish this goal, it is necessary that all faculty learn about and implement learning objectives in their classes. They must also learn enough about measuring instructional outcomes to be sure assessment is based on valid measures.