Most institutional research (IR) practitioners lack access to direct measures of longitudinal student learning, let alone assessment instruments systematically embedded into the curriculum that yield representative cognitive gain data controlling for student motivation. Typically, measures of student learning growth rest on findings from survey questionnaires that focus on student participation in academically meaningful activities correlated with student self-assessment of their skills, as exemplified in data collected with the National Survey of Student Engagement (NSSE) or the Cooperative Institutional Research Program (CIRP). Thus IR offices often rely on student self-reported data from surveys as proxies for more objective measures of learning, such as course grades or standardized test scores. However, combining analysis of student self-reported data with grades and test scores--sources of data available to most IR practitioners--may offer insights on student learning that cannot be inferred from survey data alone. This study furnishes an example of how to assess the value of student self-report data on learning through triangulation with standardized test score and course grade information, two sources of more objective data that are widely available to IR practitioners. Description and findings of the study follows a brief review of the research on measuring student learning and the correspondence between self-reported and direct measures of learning. (Contains 5 tables.)