Good assessment is part of all good learning communities, and this article provides a useful set of best practices for learning community assessment planning: (1) articulating agreed-upon learning community program goals; (2) identifying the purpose of assessment (e.g., summative or formative); (3) employing qualitative and quantitative assessment methods for assessing the most critical outcomes for administrative and instructional team-member decision making processes; (4) employing indirect and direct measures of student learning; and (5) ensuring that assessment results are used and that campus decision makers are equipped with the information required to create high-quality learning experiences to meet the diverse needs of all students. [This article was originally published in: "Journal of Learning Communities Research," 5(1) April 2010.]