Educational research findings often rely on evidence obtained through the use of standardized assessment instruments. This presentation draws a distinction between Western and Indigenous worldviews in noting that all assessment instruments are constructed within a particular worldview. Measurement disjuncture (Sul, 2019) refers to the misalignment that occurs when elements of an instrument development process from one worldview are applied to the instrument development process of another worldview. In manners that are both qualitative and quantitative, measurement disjuncture negatively affects the establishment of measurement validity. Further, as a result of measurement disjuncture, researchers are less likely to acknowledge that educational programming has had an impact when, in fact, it may have (Type II error). This paper focuses on the development of culturally specific assessments, the Papakū Makawalu Competency Assessment and the Dibishgaademgak Anishinaabemowin (language) assessment, as a means to minimize measurement disjuncture. The paper concludes with a declaration of educational and assessment autonomies.Keywords: Measurement validity, measurement disjuncture, culturally specific assessment, culturally responsive assessment, language revitalization, indigenous knowledge