We examined the correlations between students' scores on the "Inventory of Learning Processes" (Schmeck, Ribich, & Ramanaiah, 1977) and on the different assessments in a cognitive psychology course (and the total points). We determined that many of the assessments evaluated the type of learning the instructor wanted the students to engage in during the course (i.e., deep and elaborative processing of the material). Knowing the extent to which instructors thoughtfully develop assignments, we suggest that following this model (i.e., correlating student learning processes with course assignments to evaluate these assessments' effectiveness in measuring the types of pre-determined learning) provides instructors with important objective data on what occurs in their classes. (Contains 1 table.)