Assessment of student learning keeps climbing upward on the national higher education agenda. e many reasons for this include persistent prods from external bodies such as accrediting and governmental entities and, increasingly, the recognition by institutions of the need for more and better evidence of student accomplishment.

What do we know about what US colleges and universities are doing to gather and use evidence on what their undergraduate students are learning? Provosts (or their designates) from 1,202 regionally accredited, undergraduatedegree-granting, two-and four-year, public, private, and for-pro t institutions in the US helped answer this question by responding (with a 43% response rate) to a national survey conducted by the National Institute for Learning Outcomes Assessment (NILOA) in the spring and summer of 2013. e questionnaire asked about institutions’ current assessment activities and how the institutions were using evidence of student learning outcomes.