"Clear documentation of goals, content, outcomes and associated assessment procedures has become a critical part of higher education policy and practice. An analysis of the course outlines provided by the faculty of one institution over the period from 2001 to 2004 provides critical insight into the information offered to orient students within their course. Further, this analysis allows comparisons with practice within and across institutions. Discussion draws on the literature of assessment that invites “constructive alignment” of instruction, learning, and assessment, as well as incorporating alternative forms of assessment in courses. An assessment experience instrument is offered to assist research data collection. As institutions compete for students, institutions have the opportunity to intentionally differentiate themselves in terms of student satisfaction with course experiences, and particularly in the area of assessment."