This essay shows the range to complexity for assessing academic service learning experiences. Corso recommends that instructors understand expectations for cognition, affective response, and communication competence as they place students into academic service learning experiences and as they assess learning outcomes within such contexts. Corso recommends that instructors use Bloom's Taxonomy for Cognitive Complexity to understand the range of complexity for any academic service learning experience; that instructors recognize Krathwol et al.'s Taxonomy of the Affective Domain to acknowledge a range to affective response before, during, and after an academic service learning experience; and that instructors identify how the varied purposes for writing about, for or with an agency may affect the student's success with completing any task, especially if it might require advanced communication competence. Corso shows why instructors struggle with assessing growth of learners in academic service learning experiences, especially if they had not considered the complexity of interpersonal dynamics or intercultural communication for students who may not have studied such skills. What the student knows prior to the experience, how the student feels about the experience before and after the range of interactions or engagement with tasks, all need to be considered for authentic assessment of such experiential learning, sometimes problem-based learning, to occur. (Contains 2 tables.)