An attempt was made to improve students' academic grades and students' opinions of themselves as learners through the use of alternative assessments. The format of mastery learning using the direct instruction practice model was combined with performance-based assessment to increase achievement, self-esteem, and higher level thinking skills. Researchers selected five students from a sixth-grade heterogeneous mathematics class at a junior high school and five students from a ninth-grade honors English class at a high school. Students were given pretests and posttests at the beginning and end of each unit and were asked to complete charts before and after the experimental instruction indicating what they knew (K), what they wanted to know (W), and what they learned (L). The KWL chart served as an alternative assessment, as did "PMI" (Plus, Minus, Interesting) charts rating topics learned, portfolios, and improvement rubrics allotting bonus improvement points. The use of pretests and posttests allowed the teachers to see that the students were improving. The other assessment strategies also appeared helpful in promoting academic achievement and student self-esteem. The use of bonus improvement points was a good incentive for student improvement. Nineteen appendixes contain sample charts and examples of conventional and alternative assessments. (Contains 26 references.) (SLD)