It is a common assumption that students are motivated by summative assessment. This is often considered in terms of grades, which is an extrinsic motivator and overlooks the wide range of other motivations that students experience with regard to classroom assessment. Indeed, motivation is not a singular construct but can have different qualities and factors impacting it. Of particular interest here are students with learning disabilities, such as dyslexia, who experience a range of challenges in the classroom that can impact their motivation related to summative assessment. To examine a more nuanced understanding of motivation as it relates to assessment, we surveyed 100 post-secondary students with dyslexia and asked them, "What motivates you when it comes to assessment of your learning?" Six themes emerged from their written responses: (a) self-development, (b) performance-based outcomes, (c) future-oriented focus, (d) nature of the task, (e) relationships, and (f) emotions. Recommendations aimed at instructors for supporting student motivation are provided, as well as limitations and directions for future research.