Elementary and secondary school teachers certainly know that assessment is like a mirror. What their students learn reflects back on them. However, there is often a disconnect between student and faculty assessment in higher education. While all professors take responsibility for creating and disseminating knowledge, most do not like to be held accountable for whether their students master it. Scholars of teaching and learning want to change that. Scholars of teaching and learning engage in reflective practice, making a systematic effort to study the relationship between what they do as teachers and what their students learn in their undergraduate and even graduate classes. Put another way, the "scholarship of teaching and learning" (or SoTL as it is known among its devotees) is all about assessment. In this article, the author provides an argument for reflective practice in history and discusses the impact of scholarship of teaching and learning on historical profession. (Contains 11 notes.)