An institutional-effectiveness and SACSCOC-aligned commentary argues that assessment in higher education often fails when it’s treated as compliance work rather than a continuous-improvement engine. The piece frames accreditation reporting as a “floor,” warning that sophisticated assessment plans can still produce little change if campus leadership doesn’t connect evidence to decisions. The author emphasizes formative assessment—used during instruction to provide immediate feedback—as “leading evidence” that should shape next-week leadership moves such as coaching, walk-through focus, and meeting agendas. The argument is that culture determines whether data systems translate into adult learning and program improvement. It also recommends relationship-first implementation, positioning assessment professionals as partners to department chairs rather than external compliance officers, and meeting faculty where they are in outcomes assessment capability.