Experiential learning, which emphasizes gaining new skills, knowledge, and perspectives through experiences, has become one of the most influential models for transforming students' learning and development in a variety of contexts from academic settings to workplace training programs. The current body of research on the assessment of experiential learning indicates both the limitations and the possibilities that exist to move beyond those limits. The purpose of this paper is to examine both the theoretical foundations of experiential learning, and the assessment of experiential learning based on the existing literature. We note that there seems to be little attention paid to how to align experiential learning with explicit student learning outcomes. It becomes essential for educators to reframe experiential learning to focus on student learning outcomes. Drawing on the relevant studies, we discuss potential strategies and approaches for future research and practice in assessing experiential learning.