A collection of essays addresses issues in alternative assessment in English as-a-Second-Language (ESL) instruction. Chapter 1, "Toward a Definition of Alternative Assessment," (Priscilla Butler) gives an overview of the concept of alternative assessment and introduces some theoretical considerations. Chapter 2, "The Roots of Alternative Assessment: Epistemological Constructs and Current Challenges," (Butler) documents the socio-cultural, historical, and political backdrop for shifts in assessment practice, and highlights some current issues. Chapter 3, "Portfolio-Based Assessment," (Maricel Santos) presents the rationale for portfolio use in second language classrooms, provides examples, and outlines steps for classroom implementation of the method. Chapter 4, "Incorporating Alternative Assessment in the Teaching of EFL Writing: Responding to Multiple Drafts," (Shalle Leeming) contrasts the traditional product-oriented approach and an alternative process-oriented approach to student writing. Chapter 5, "Student Self-Assessment: A Viable Alternative," (John Chapman-Rienstra) examines various ways students can begin to assess their own learning and discusses the particular benefits for Japanese students. Chapter 6, "Interactive Vocabulary Quizzes: An Alternative Form of Assessment Based on Multiple Intelligence Theory," (Gina Keefer) provides rationale and practical ideas. Chapter 7, "What Do We Do Now? A Survey of Current Assessment Practices at KGU," (Butler) focuses on the situation at Kwansei Gaikun University (Japan). (MSE)