We reflect on the limitations of our research group's prior methods for assessing covariational reasoning which primarily used graphical tasks found in extant literature. Graphical tasks dominate the literature on covariational reasoning, and through our use of these tasks we came to question the heavy reliance on them. Our concerns led us to ask the following: (1) What are the limitations of using tasks with graphs to assess covariational reasoning? (2) How can we improve assessment of covariational reasoning to accommodate students with nonnormative graphing schemes? We offer this piece as the beginning of a conversation to develop improved methodologies that attend to the ubiquity of students' nonnormative graphing schemes. [For the complete proceedings, see ED629884.]