In this report, we describe assessment efforts in the MIS curriculum at a major Midwestern U.S. university. We discuss both direct and indirect assessment measures that may either be used as complements or on a stand-alone basis. Because direct assessment efforts are usually more time consuming and work-intensive, it would be helpful for ongoing program assessment if indirect assessment could be used as an effective alternative, at least on occasion. The validity of student self-assessments has been debated in the assessment literature. This study compares results for common learning outcomes assessed with direct measures and student self –assessments. We find that for certain types of learning outcomes student self-assessments are valid proxies for direct assessment.