This study investigates the ability of special education teachers in Indonesia to develop literacy and numeracy assessments based on local wisdom, while exploring the fundamental concepts of evaluation and teacher responsibilities. Using a mixed-method explanatory design, the research involved 457 special education teachers across Indonesia, with qualitative data collected through purposive and snowball sampling. Quantitative data were analyzed using Confirmatory Factor Analysis (CFA) and variance-based Structural Equation Modeling (SEM), while qualitative data were analyzed through data reduction, display, and conclusion. The findings reveal that the ability of special education teachers to develop local wisdom-based assessments varies by region. In Bali, the basic concept of evaluation is the dominant factor, while in NTB, teacher responsibility is the main factor, and in NTT, teacher responsibility also plays a significant role. The study highlights the importance of understanding the basic concepts of evaluation and teacher responsibilities in developing effective assessments. It also emphasizes the need for teachers to collaborate with peers and use local wisdom in assessments to improve student learning outcomes. The research provides insights into the integration of local wisdom in assessment development, which can lead to more culturally responsive and effective educational practices in Indonesia.This study investigates the ability of special education teachers in Indonesia to develop literacy and numeracy assessments based on local wisdom, while exploring the fundamental concepts of evaluation and teacher responsibilities. Using a mixed-method explanatory design, the research involved 457 special education teachers across Indonesia, with qualitative data collected through purposive and snowball sampling. Quantitative data were analyzed using Confirmatory Factor Analysis (CFA) and variance-based Structural Equation Modeling (SEM), while qualitative data were analyzed through data reduction, display, and conclusion. The findings reveal that the ability of special education teachers to develop local wisdom-based assessments varies by region. In Bali, the basic concept of evaluation is the dominant factor, while in NTB, teacher responsibility is the main factor, and in NTT, teacher responsibility also plays a significant role. The study highlights the importance of understanding the basic concepts of evaluation and teacher responsibilities in developing effective assessments. It also emphasizes the need for teachers to collaborate with peers and use local wisdom in assessments to improve student learning outcomes. The research provides insights into the integration of local wisdom in assessment development, which can lead to more culturally responsive and effective educational practices in Indonesia.