This is the introduction and summary of a series of six papers discussing major issues about student assessment for the University of Wisconsin Extended Degree Program, a program designed to give academic credit for college level learning derived from experiences outside the scope of formal classes. A distinction is made between prior learning, based on experiences that have not been planned with the faculty, and in-program learning, based on experiences that have been formally planned with and sponsored by the faculty. The definition of content must precede such experiences and must control the evaluation. Assessment procedures must be designed and performed by the faculty, but may take a wide variety of forms. They should not make requirements beyond those normally met in the traditional setting. Assessment techniques include objective or essay examinations, product assessment, job descriptions, certificates, papers, real or simulated job performance, and interviews. Assessment is not complete until it is a part of the official record; it is important to plan record keeping procedures early in the program. (Author/CTM)