As the learning outcomes movement gains strength, the need to effectively measure learning outcomes becomes more important. This study looked at the effectiveness of self-reported mastery in measuring learning outcomes by examining the correlations between (a) self-reported mastery, (b) self-reported gains, and (c) objective measures of learning outcomes. The objective measures of learning outcomes were final exams for two classes, Calculus (consisting of two forms) and Statistics. The self-reported mastery and self-reported gains items were taken from the pilot student ratings form and the old student ratings form. A total of 848 undergraduate students completed the final exam and the two student ratings forms. The summed total of the self-reported mastery items correlated at a medium strength with objective measures of learning outcomes (Calculus Form A: r = .436; Calculus Form B: r = .361; Statistics: r = .416). The relationship between self-reported gains and objective measures of learning outcomes was weaker than that of self-reported mastery and objective measures of learning outcomes (a difference of .276 for Calculus Form A, .138 for Calculus Form B, .110 for Statistics). The relationship between self-reported gains and self-reported mastery was stronger than the other two relationships (Calculus Form A: r = .473, Calculus Form B: r = .500, Statistics: r = .628). A confirmatory factor analysis produced even stronger relationships between the three latent variables, including differences between the two forms of the Calculus exam. Self-reported mastery may be more effective at measuring objective measures of learning outcomes than self-reported gains, but self-reported mastery cannot completely serve as a proxy for objective measures of learning outcomes. Administrators or researchers measuring learning outcomes on a large scale may benefit by administering self-reported mastery items instead of self-reported gains items.

Forty-nine Cache Valley residents, between the ages of 18 and 45, who volunteered to participate in an assertion training class were assigned to one of seven groups. Subjects were administered pre- and posttests and a two month follow-up evaluation. Measures included Rotter's Internal-External Locus of Control Scale, the Rathus Assertive Scale, and the Berger Self-Acceptance Scale. The results obtained indicate that self-acceptance and assertiveness changed as a result of assertion training and that these changes were maintained at follow-up. No difference between internals and externals was observed as a result of semi-structured assertion training.