Assessment of student learning is a necessary and important practice for which many institutions report faculty engagement and use of assessment data as challenges. With a number of individual and institutional barriers at play, motivation can be a relevant influence for which to examine engagement in assessment work and data-informed action for improvement. This article promotes Ryan and Deci's (2000) Self-Determination Theory (SDT) as a framework to understand faculty behavior and engagement with assessment activity. Connections and implications for practice to minimize barriers and promote the advancement of assessment practice will be provided.