ABSTRACT
One of the most contentious questions currently being debated is whether it is possible or desirable to assess and publicly communicate about learning outcomes in a way that permits comparisons between institutions. This chapter deals with the following questions: Why comparison is essential? Why should critical-thinking skills be a principal focus and the institution the initial unit of analysis? Why should comparative tests supplement, not supplant, local assessments? Why is the value-added assessment important? Why is the trend toward greater transparency irreversible?
