The kinds of nets we know how to weave determine the kinds of nets we cast. These nets, in turn, determine the kinds of fish we catch (Eisner, 1982, p. 49) As middle level teacher educators, we struggle with the very same assessment is­ sues that plague classroom teachers. How do we effectively, efficiently and meaning­ fully capture student learning? Once we have captured that learning, how do we fairly evaluate it? While we struggle with these questions, we are also cognizant that our student teachers pay very close attention to the ways in which we struggle with these issues in our own classrooms; thus, we model a set of answers to these questions. To use Eisner's analogy, what nets are we weaving and what fish are we catching?