Considering ways to assess digital compositions and their results (i.e., media products) is an important part of the author's pedagogical practice as a teacher educator. Discovering ways to evaluate the quality, effectiveness, and efficacy of these compositions and products presents an important aspect of responsive, critical instruction. Yet this practice is somewhat complicated because media products take on a number of different forms and functions, ranging from websites to podcasts. By teaching Media Literacy in the Classroom over time, the author has designed an approach to assessing digital compositions and the media products that emerge from them. To share this approach, the author first presents some guiding questions she discusses with student teachers in her course. These questions help her to support students' composition with critical lenses and thoughtful action. They center several "big concepts" in media, literacy, and teaching/learning. Second, she shares her general rubric for examining these texts. Finally, she presents ideas for thinking about assessing digital compositions and the importance of this practice in student teachers' understanding of "new" writing. (Contains 2 figures.)