The tutorial environment presents specific limitations with regards to assessment and evaluation. Designers of online information literacy tutorials often will never meet their learners. They may be students who have been assigned a tutorial but who never actually speak to a librarian or they may be self-guided learners who are accessing self-help tutorials in order to learn how to do a task. The removal of an instructor presence creates limitations for formative and summative assessment. Using the experience of instructional design librarians who have created and evaluated over twenty online tutorials, taken by over 10,000 students, you will learn how to assess learning that occurs asynchronously online when learning analytics is not available and changes in student behavior as a result of learning is unobservable.