World language educators are constantly tasked with evaluating appropriate and beneficial assessments for their students. This study investigated how first-year students in a Midwestern United States high school perceived three different alternative assessments in the world language classroom: Dynamic Assessment, Task-based Assessment, and Formative Assessment using self- and peer-evaluation. The researcher correlated the perceptions to the students' assessment scores. Additionally, the researcher compared final exam scores of the control group with those of the experimental group. The results indicated that the experimental group students favorably perceived the alternative assessments types, chose Formative Assessment as their most preferred and Task-based Assessment as the least desired, and scored equally as well as the control group students on the final exam.