This ERIC Digest suggests that traditional assessment techniques must be complemented by new methods that can reinvigorate and improve the teaching and study of history in the schools. Teachers and researchers agree that recall of discrete information and traditional forms of assessment emphasize low-level cognition without challenging students to learn more. Sections of the Digest include: (1) Introduction; (2) "Alternative Assessments and Historical Literacy"; (3) "A Generic Rubric for Alternative Assessment Activities"; and (4) "How Alternative Assessment Improves the Teaching and Learning of History." Contains nine additional resources. (EH)