This chapter challenges the notion of objective and neutral assessment in higher education, arguing that assessment practices are shaped by cultural and historical contexts that often reinforce colonial power structures and epistemic biases. The chapter critiques dominant methods—such as standardised testing and western academic conventions—for marginalising diverse student experiences and knowledge systems. Drawing on critical pedagogy and decolonial theory, the chapter examines how traditional feedback processes can reproduce hierarchical dynamics between educators and students. In response, it advocates for more collaborative, dialogic approaches that recognise student agency and promote critical self-reflection. The chapter explores inclusive assessment strategies that center student voice, encourage creativity, and validate multiple forms of knowledge production. It also proposes feedback practices that foster dialogue, support self-assessment, and cultivate shared responsibility for learning. Through this lens, assessment becomes a transformative tool for equity and inclusion, rather than a mechanism of control and exclusion.