Assessing student understanding is a critical part of a teacher's routine. Most assessments are reviewed with a quick eye, but the evidence-centered assessment strategy encourages us to slow down and look more carefully at student work samples. In this article, the author proposes guidelines for the close examination of student work. These guidelines focus on classifying the work that students do, shifting perspective to search for what is right about the student work, and homing in on evidence to make inferences about student thinking, and in this case, embrace the broader view of fluency for comparing fractions.