The following article is a theoretical essay that addresses educational evaluation in students with disabilities in the university context. The purpose is to propose a reflection on the way in which this process is being carried out in this educational level and the consequences for these students. The methodology used in this article is the bibliographic analysis. For this purpose, an exploration was carried out in the Tylor and Francis database and a selection of 35 articles from scientific journals of diverse indexation: Redalyc, Scielo, Scopus and Web of Science. The review is done with a search of the following keywords in spanish and english: educational evaluation, inclusive evaluation, evaluation for disability and dialogical learning. As theoretical postulates, the constructivist evaluation model of Guba and Lincoln (1989) and the inclusive educational evaluation of Ferrer (2007) are presented. The results allowed to recognize the deficiencies of the evaluation process in its different stages and its adjustments. Likewise, aspects to consider are revealed for an inclusive evaluation proposal in university contexts, in which are: the interactive groups, dialogical learning and the link with the community.