Some instructors choose to discard the worst tests written by the student in their assessments. They calculate the mean of the best tests as opposed to the mean of all tests written. Naturally, this process will result in some expected grade inflation. In this presentation, we introduce the selection of the best k test/reflective writing scores from the n tests/reflective writing activities written in introductory physics laboratories. We will share the concerns about reflective writing and post-tests evaluations as well as the problems associated with students missing labs and will introduce a selective assessment methodology to address these issues. We will discuss that using the selective assessment methodology in physics labs and courses has been beneficiary to both instructors and students and has improved students’ satisfaction.