In this short piece, we argue that, in light of issues with traditional grading practices, critical assessment activities, particularly through guided reflexivity, can support equitable and social justice-oriented education in communication and beyond. The article posits that a culture-centered critically reflexive self-assessment empowers learners to use communication as an inquiry into and as a challenge to taken-for-granted dominant ideologies. We present prism visualizations as an assessment practice of critical reflexivity informed by the culture-centered approach (Dutta, M. J., Moana-Johnson, G., & Elers, C. 2020. COVID 19 and the pedagogy of culture-centered community radical democracy: A response from aotearoa New Zealand. "Journal of Communication Pedagogy," 3, 11-19. https://doi-org.bibliotheek.ehb.be/10.31446/JCP.2020.03) and consider lessons from the implementation of this practice in an interdisciplinary graduate course on relationship-centered teaching.