Assessing student-led, open-ended scientific inquiry holds a unique problem for classroom teachers because of the diverse skills and content that emerge from student work. This article provides tangible strategies for teachers to assess divergent student-generated inquiry in a manner that is manageable for teachers, informative for students, and that demonstrates measurable academic growth. By developing a culture of assessment as information, planning lessons that allow open-ended communication, and establishing tangible criteria for scientific thinking, teachers can be well informed about student growth.