The goal of this paper is to show how one political science department at a small midwestern university (Millikin University, Decatur, Illinois) used good assessment practices identified by the American Association for Higher Education (AAHE) and others to effect improvement. The paper argues that these principles can be followed and produce numerous benefits for the department that go beyond the literal acts of planning and engaging in assessment. The case study identifies ways to turn assessment from an external chore to an internal quest for information that provides answers to important departmental questions. It is hoped that some of the experiences and rationale can be modeled at other institutions. Appended is: "Select Principles of Good Assessment Practice." (Author/BT)