This book aims to present an accessible set of readings that provide ideas for the implementation of alternative assessment methods into classroom contexts, since the authors’ intention is to give accounts of hands-on assessment practices in Greece, as well as to present some pieces of work of practitioners and researchers (pre- and post-graduate students). We believe that although standardized-oriented assessment of learning prevails in the Greek context, teachers are able to create appropriate alternative/authentic assessment practices in their own classrooms.

We address the fundamentals of assessment issues in L1/L2/FL (first/second/foreign language) classroom settings. The emphasis is on describing the assessment practice, albeit founded on theory. For this purpose, the book offers a theoretical approach on issues related to alternative assessment, as well as a repertoire of tools, samples and methods to be incorporated into the daily classroom environment. The differences between formal assessment and alternative assessment are pointed out, some basic principles that underlie the use of authentic formative assessment are presented, the learner-centered nature of alternative assessment is highlighted, and some examples of alternative tools that have been implemented in the classroom are suggested.

The book aspires to achieve: i) a (re)conceptualization of language assessment issues; ii) coherent and cohesive understanding of alternative assessment methods and tools, such as the portfolio, journal/diary, classroom observation, think aloud protocols, project-based assessment, descriptive assessment, report cards and rubrics; iii) a resource for practitioners, researchers and university students in this emerging field.