Assessment and evaluation practices within honors programs have attracted considerable attention within the honors academic community, e.g., the spring/summer 2006 volume of the "Journal of the National Collegiate Honors Council." Calls for carefully created and constructed assessment activities within honors programs have met with mixed responses by directors who identify the difficulty in assessing decentralized, complex learning environments, noting that standard measures such as tests, surveys, or essays are not always applicable or appropriate in addressing honors assessment needs, especially in areas of social justice, service learning, and community engagement (Corley & Zubizarreta; Lanier). The focus of this paper is to share one effective method for gathering evidence that indicates whether students advanced in their ability to think at a more complex level within a short-term honors service learning course. Grounded in Wolcott and Lynch's Steps to Better Thinking Skills model, this augmented assessment tool identifies growth in critical thinking skills and areas of intellectual risk.