1. The document discusses assessing student learning outcomes to determine if students are gaining the intended skills and knowledge from instruction. It emphasizes that student learning outcomes should focus on what students can do rather than inputs like class activities. 2. Good student learning outcomes are measurable, teachable, identify changes in students, and can be used to improve instruction. Direct and indirect assessment methods are described. 3. The document recommends using Bloom's Taxonomy and other frameworks to design learning and assessment at different cognitive levels, and provides examples of assessment activities and pitfalls to avoid.