There is already a growing literature on assessment and an emergent scholarship that people in the scholarship of teaching and learning (SoTL) community need both to promote and to build on if assessment is to be a scholarly activity. Awareness alone, however, is unlikely to be enough. The poor practice highlighted in this article is not simply explained by lack of knowledge. For whatever reason--conservatism, lack of time, lack of incentive, lack of interest--they know there is generally considerable reluctance to change learning, teaching and assessment practices. For that reason, if a scholarship of assessment is to be more than just an espoused theory in order to ensure assessment practices are scholarly, they need to campaign vigorously, and at every opportunity, especially with policy- and decision-makers at every level. As Clegg and Bryan implore, they must join in a "search for excellence and ... take the moral high ground, stand up for what research tells them is right and commit to better assessment" (2000a, p. 255). They might do best, perhaps, to start with the two major issues of improving feedback and equity. (Contains 1 figure.)