Based on discussions about the different kinds of assessment used in education (Bachman, 1990; Alvarez-Méndez, 2002), this paper firstly examines the theoretical backgrounds that have traditionally supported actions taken within the school environment. Then, more inclusive forms of assessment are discussed, maintained by the view that language is the key instrument to either exclude participants from the learning-assessing-teaching procedure or to otherwise include them. Thus, this paper aims at showing that assessing students would be more inclusive if three main concepts were taken into account, i.e.: (1) that assessing is part and parcel of teaching-learning, (2) that negotiation is a key element to organize the higher mental functions (Vygotsky, 1934), (3) that language is a zone of conflict in which ideology is challenged and knowledge, reconstructed (Schneuwly, 1992).