What is one value that grounds you in your civic engagement work? How are you walking the talk of that value in your assessment work? Or, how might you? And, what both helps and gets in the way of your doing that? These questions were posed to service-learning and community engagement (SLCE) faculty and staff gathered for an assessment institute at the 2015 "Imagining America" conference. Answering the first question was easy. But the second question was, at first, a dead weight in the room. Reflecting on Zlotkowski's 1995 essay on the future of SLCE called the movement to focus on achieving academic legitimacy. Academic legitimacy has become inextricably linked with academic assessment, which now, 20 years later, needed to be critically examined and creatively reimagined. The participants agreed they saw potential tension between their values and their assessment practices as a microcosm of the broader struggles SLCE as counter-normative work faces. The participants also agreed that the assessment work of SLCE practitioner-scholars can embody and nurture a set of relationships, practices, and modes of inquiry that is potentially transformative of technocratic and neoliberal tendencies in our institutions. This essay shares four conversations from the event that may help to reimagine assessment. [Note: Publication date of Spring 2017 indicated on PDF; publication date of Fall 2016 indicated via URL.]