Assessment of student learning is typically undertaken with at least two goals in mind, accountability and improvement. This dichotomy of purpose has dogged assessment from the outset (Ewell, 2009) and contributed to conflicted or incomplete ends. As Banta and Palomba (2015) concluded, assessment undertaken primarily to comply with accountability demands does not usually result in campus improvements. Although the accountability aim of assessment is self-evident, the improvement goal is more elusive. It is well established that the greatest challenge in the assessment cycle is in "closing the loop," or taking action on assessment results and then measuring the difference on the intended outcome (Banta & Blaich, 2011; Kuh, et al., 2015). Moreover, opinion pieces have questioned whether assessment activities make any difference to student learning at all (e.g., Gilbert, 2018). Although the authors concede that there is limited evidence of improved student learning as a result of assessment, evidence exists that assessment has informed changes in colleges and universities. In a nationwide survey of assessment practice about two thirds of provosts (64%) provided examples of changes made in policies, programs, or practice informed by assessment results (Jankowski, Timmer, Kinzie, & Kuh, 2018). In addition, most accreditation self-studies, annual assessment reports, and volumes of case studies on assessment practice document that assessment results inform course, program, and institutional changes. Yet, these documented changes do not necessarily equate to evidence of improvement in student learning. In this article they take up a particular aspect of assessment for improvement by asserting the need for greater attention to the strategies for realizing and documenting learning improvement.