Online education can be leveraged to help current students complete their degrees and to attract new students. While online learning is not new, in recent years, it has been moving away from the periphery of higher education and becoming a central component of institutional strategies for increasing student enrollment, retention, and completion. Research regarding online learning has demonstrated that there is no significant difference between student outcomes in online versus face-to-face courses; with some studies showing that online learning can be more effective. Student learning outcomes assessment must be part of quality course design and instruction whether a course is delivered face-to-face or online; many best practices for face-to-face assessment also apply to online learning assessment. Yet, there are differences between the two modalities that must be taken into account when developing online courses. The first part of this paper will provide an in-depth discussion of the Open SUNY Course Quality Review Rubric (OSCQR)--an online course design rubric and process that is openly licensed for anyone to use and adapt. The aim of the OSCQR Rubric and Process is to assist online instructional designers and online faculty to improve the quality and accessibility of their online courses. OSCQR also provides a system-wide approach to collect data that informs faculty development and supports large scale online course design review and refresh efforts in a systematic and consistent way. This paper then explores general considerations of online teaching as they pertain to the assessment of student learning outcomes. Finally, specific examples will be given of how online course instructors and distance learning administrators have designed their courses and programs to ensure appropriate assessment of learning outcomes.