When developing a rubric or criteria for assessment, teachers should be sure that they are accurately gauging student understanding. Good questions for teachers to ask themselves are, “What would I consider evidence of understanding on this task?” and “Have I asked students to present me with this evidence?” These questions ensure that teachers are supporting learning and being clear about their expectations and the evidence they consider appropriate for meeting those expectations. The following analysis of an inquiry-based assignment provides insight into the importance of examining students’ efforts to build interpretations from evidence.