To base teaching on student thinking requires analyzing and interpreting students' thinking, key components of the construct of professional noticing (e.g., Jacobs et al., 2010). Although substantial research has been conducted using this construct, less attention has been paid to teachers' evaluations of student work based on these analyses and interpretations. In this theoretical report, I argue that evaluation of student thinking is a key prerequisite for effective instructional decision making for responsive teaching. I then present a synthesized framework of evaluation criteria and an elaborated process for effective and responsive evaluation of student written work using these criteria. Finally, I analyze excerpts from two interviews with elementary prospective teachers to demonstrate the utility of these products. [For the complete proceedings, see ED657822.]