ePortfolios are spaces in which students create knowledge that can transform the university if faculty and administrators are willing to listen. This article explores the revolutionary potential of ePortfolios as spaces for antiracist institutional assessment in conversation with the twentieth-century cultural critic Walter Benjamin. Programmatic assessment has trended toward survey and review measures determined within a racist structure: higher education. As tools that encourage student agency and sense of ownership, ePortfolios instead provide space for students of color to write counternarratives out of their own knowledge. The present essay argues that the knowledge created within these self-owned spaces can run counter to the white supremacist knowledge assessed by and strengthening the academy, offering alternative methods to assessing degrees of curricular and institutional success.