Assessment of learning outcomes is one of the activities in the world of education. This activity is carried out consciously by the lecturer as the lecturer of the course to his students. One of the objectives is to measure and identify the progress and achievement of the learning objectives of the course. In other words, the assessment has a purpose to measure the success of learning for students. The problem is that the lecturers are less than optimal in measuring and assessing student performance both in class and in the field. This study aims to describe and find the ideal format of assessment in the learning process of graduate school students. The researcher uses a case study approach. Methods of collecting research data using the method of observation, interviews, and questionnaires. The sample in this study was the third semester students of the Postgraduate School of the Nusantara Islamic University. The results showed that in general, students agreed with the assessment format applied by the lecturer as long as it was carried out fairly. The components of the assessment were carried out internally and externally. Internal assessment is related to written agreements in the form of physical attendance in class, assignments, UTS, and UAS. Meanwhile, the external assessment is related to the attitude of students' performance towards their lecturers and activities during the learning process. In principle, the assessment is as from learning activities. Lecturers must be trustworthy and consistent in giving grades to their students, because based on the data of this study, it shows that 19.2% of respondents think that lecturers give grades to their students very objectively. Meanwhile 80.7% of respondents considered it objective, and none (0%) of respondents considered the lecturer's assessment to be less objective, not objective, and not very objective.