At its most basic level, service learning integrates community service activities with intentional learning components to enhance students' understanding of subject content and to meet identified community needs. Although service learning is similar to other active learning pedagogies--such as project-based, problem-based, inquiry-based, and work-based learning--it is distinguished from other approaches by its focus on the use of community service as the active learning vehicle in which students engage. In this regard, service learning simultaneously enhances students' academic and civic development. More than 10 years ago, the National Service-Learning and Assessment Group, which was composed of teams of educators from several states, examined best practices for assessing service learning. Out of this group grew a realization that student learning in this area cannot be confined to the traditional classroom-based, subject-matter assessments. Instead, alternative and authentic forms of assessment must be considered if teachers want to capture the full range of student learning outcomes from service learning. This article discusses the conceptual model developed by the group that can guide teachers in developing comprehensive assessments that can more fully capture outcomes that students garner from service learning. It suggests three related ways in which administrators can advance teachers' capacity to develop quality service-learning assessments: innovation, reflection, and collegiality. (Contains 2 figures.)