The author discusses findings from a content analysis of a national sample of 127 service-learning course syllabi to illustrate assessment strategies. Although the results demonstrate the influence of Campus Compact's recommendation to use reflective assessment in service-learning courses, the use of reflection in the syllabi varies widely. Approximately one third of the syllabi use the "grade-credit-for-service-hours" approach that is less-favored by Campus Compact. The author presents and discusses a number of elements tied to assessment. She makes recommendations for improving service-learning courses. (Contains 3 tables and 2 footnotes.)