In this article, we tell the story of inquiring about, designing, implementing and studying our enactment of non-traditional assessment practices in our elementary education university methods course. We organized this article using a theater playbill metaphor, starting with a prologue, followed by three acts and an intermission, and concluding with an epilogue. Our goal was to better align our assessment practices with our beliefs and values about teaching and learning. We discuss how reforming our assessment practices affected issues of equity for our pre-service teachers, such as their participation, identity, power, and agency in our classes. We hope to inspire readers to reflect on how their assessment practices affect students' learning and sense of agency.