Post-secondary students with learning disabilities like dyslexia experience a wide range of emotions related to classroom assessment, perhaps in part because assessment may feel unfair and undermine principles related to wellbeing. To mitigate negative emotions, researchers tend to focus on teaching students how to cope with test anxiety and exam stress or encouraging instructors to improve assessment formats. These approaches, however, do not attend to the psychological experience of assessment. The purpose of this study was to examine associations amongst perceived fairness, three basic psychological needs, and six discrete emotions in the domain of classroom assessment. Results of a parallel multiple mediator analysis showed that perceptions of fairness were positively associated with psychological need satisfaction. In turn, satisfaction of competence and autonomy were related to students' emotions; whereas, relatedness was not. We describe specific recommendations for supporting students' wellbeing in assessment with particular attention to nuances for students with dyslexia.