Abstract
A recent topic in Japanese higher education policy is the assessment of learning outcomes. There are some attempts in the world, such as the student survey in many countries, Tuning in Europe, the portfolio assessment in the UK, the rubric in the USA, the direct assessment by the standardized test in OECD/AHELO project and in several countries, and the alumni survey. We must accumulate much more empirical evidence and try to synthesize it to form a science of higher education policy. It will contribute to make better polices in the higher education and also in the science, technology and innovation.
