As the counseling profession continues to refine its ethics and standards of practice, assessment methods that can provide psychometrically sound methods of judging the competence of clinical performance become essential. However, the recurrent use of the word "evaluation" in supervision literature implies a negative hierarchical relationship. Subsequently, a new way to assess counselors-in-training is presented in this paper, with an emphasis on the use of alternative assessments as a means for supervisors and trainees to compare clinical performance to the criteria of professional standards. The central themes here include accountability in counselor training programs, shifting from evaluation to assessment, incorporating alternative methods of assessments in supervision, and discussing a scoring rubric to enhance assessment reliability. The scoring rubric, it is claimed, can provide concrete examples of how performance levels on a given criteria are defined and, thus, improve self evaluation, professional growth, and motivation. It should also help counseling supervisors' interaction with trainees by providing a more positive and objective form of supervision. Guidelines for rubric development are offered; a 15-step process to develop rubrics for scoring the clinical performance of counselors-in-training is outlined in the appendix. Details on scoring are also provided. Contains 25 references. (RJM)