This article describes a student-led assessment of a writing showcase event sponsored by a composition learning community at an urban R1 university. Participants conducted student-to-student interviews at the semi-annual writing showcase event to help assess whether and how the learning community event supported learning outcomes. The interviews, analyzed with conventional content analysis and presented in selected case studies, reveal that the showcase does indeed support learning outcomes. These interviews contribute to a more truly student-centered picture of student learning by allowing for student affects and interactions to reveal critical stances. This assessment has resulted in three major implications: attending to issues of access and power embedded in the writing showcase event; contending with the labor of multimodal assessment; and identifying that the tone and content of student interviews is where we truly find the assessment's critical intervention.