With the increasing emphasis on high-stakes testing in post secondary institutions, educators are frustrated and perplexed as to how to present an accurate measurement of Deaf and Hard-of-Hearing learners' literacy skills.   This problem exacerbates particularly when attempting to assess the literacy skills of those students who represent diverse ethnicities, cultures, and learning styles.   This paper will discuss alternative approaches to traditional high-stakes assessment.  The paper will include a discussion of how to develop students' self-assessment, how to create literacy portfolios, and offer real-world assessments to determine literacy growth.  The paper will also discuss the process of changing views and attitudes about appropriate and accurate assessment that assists both students and educators in understanding literacy growth.