In this revised edition in the popular New Ways Series, teachers have once again been given an opportunity to show how they do assessment in their classrooms on an everyday basis. Often feeling helpless when confronted with large-scale standardized testing practices, teachers here offer classroom testing created with the direct aim of helping students learn with as little interference as possible from a so-called testing expert. Consequently, this collection of teachers' contributions looks more like assessment activities than like tests because they are thoroughly integrated into the language teaching and learning processes. Each activity provides scoring and feedback that enlightens both students and teachers about the effectiveness of the language learning and teaching involved. More than 100 activities offer alternative ways of doing assessment organized around methods, feedback perspectives, task-based assessment, classroom chores, written skills, and oral skills. Following an Introduction, the book is arranged in six parts. Part I: Alternative Methods of Assessment presents: A: Portfolios: (1) Planning Portfolios (Lorraine Valdez Pierce); (2) ESL Language Portfolios: How Do They Work? (Kate Wolf-Quintero); (3) Self-Assessment: Preparing an English Portfolio (Martha J. McNamara and Debra Deane); (4) Portfolio Assessment of Newscast Listening (Brian Asbjornson); and (5) Using Portfolios in the EFL Reading Class (Javier Garcia); B: Journals, Logs, and Conferences: (1) Using Journals for Self-Evaluation at Midterm (Joan Blankmann); (2) Don't Talk About It, Write It Down (Javier García); (3) Self-Assessment: Keeping a Language Learning Log (Martha J. McNamara and Debra Deane); (4) Passport: A Log (Jonice Tovar); and (5) Eat, Drink, and Be Merry: Lunchtime Student Assessment (David R. Neill); C: Online Assessments: (1) Exploiting Online Recordings to Test Academic Listening Ability (Jeff Popko); (2) Using Glogs and Comic Strips to Assess Academic Content (Susan L. Schwartz); and (3) Speed in Processing Words: Antonyms or Synonyms? (F. Han); D: Dynamic and Continuous Assessments: (1) Interventionist Dynamic Assessment: Feedback on a Timed Reading (Mami Orikasa); (2) Interactionist Dynamic Assessment: Feedback on Essay-Writing Assignment (Mami Orikasa); (3) Continuous Reflection on Business Simulations (Clarice S. C. Chan); and (4) Continuous Audio Journaling for Self-Assessment (Mira Malupa-Kim); E: Individual Differences: (1) An A-maze-ing Assessment (Larry Davis); (2) Matching Scents (Benjamin Bailey); (3) "Choose One" Activity Menus Using Multiple Intelligences (Hillary Gardner); (4) Assessing and Placing the Preliterate ESL Learner (D. Magrath); and (5) Do You See What I See? Using Works of Art in Oral Assessment (Christine Goldstein). Part II: Alternative Feedback Perspectives: A: Self-Assessment: (1) Assess It Yourself (Doug Tomlinson); (2) Learner Access to Assessment (Magali de Moaes Menti); (3) Self-Evaluated Video (Tim Murphey); (and 4) Building Rubrics Democratically (Larry Davis); B: Peer Assessment: (1) So, How Did You Like My Presentation? (Jeff Johnson); (2) Teachers and Students Assessing Oral Presentations (Kristy King); (3) Active Book Report (Janice Lee); (4) Benchmarking: Situational Autonomous Reviews (Nathan Ducker); (5) Assess the Assessors (Selda Mansour and Wisam Mansour); and (6) Test Your Talk (Clark A. Richardson); C: Self-Assessment Combined With Peer Assessment: (1) Oral Presentations: How Did I Do? (Joan Blankmann); (2) Gradually Growing Presentation Assessment (Patrick B. Gallo and George M. Jacobs); (3) Self/Peer/Teacher Assessment of Group Performance (Genevieve Lau); (4) Walk--Talk Oral Tests (Tim Murphey); (5) Interviews and Presentations for Clarifying Authentic Public-Speaking Needs (John M. Norris); and (6) Activating Self-Assessment (Lorraine Valdez Pierce). Part III: Alternative Ways of Doing Work-Based Assessment: A: Group Work: (1) Author, Author! Guided Reader Response (Kim Hughes Wilhem and Marilyn Rivers); (2) Group Oral Tests (Rex Berridge and Jenny Muzamhindo); (3) Putting It Together: A Jigsaw Task (Michael Carroll); (4) Let Me Explain (Robin Russ); (5) Reciprocal Teaching: Reading Strategies at Work (Lorraine Valdez Pierce); and (6) Assessing Topic Maintenance and Turn Taking (Kristin Jatkowski); B: Pair Work: (1) Face to Face (Juergen J. Bulach); (2) Three-Sentence-Speech Speaking Test (TSSST) (Yuji Nakamura); (3) The Audio Mirror: Reflecting on Students' Speaking Ability (John M. Norris); (4) Using the Science and Art of Colors to Teach ESL (Sharon F. Okano); and (5) Organizing Ideas With Pictures (Ilse A. Rodriguez); C: Group and Pair Work: (1) Observation, Feedback, and Individual Goal Setting (Brian Paltridge); (2) Consolidate Yourself (Chris Samsell); and (3) Whose Shoes Do You Use? (Mark D. Stafford). Part IV: Alternative Ways of Accomplishing Classroom Chores: A: Preparing Students for Tests: (1) Test-Wiseness Minitest (Alastair Allan); (2) "Now You're the Professor!" Anticipating Essay Exam Questions (Debra Deane); (3) It's OK to Argue (Kim Hughes Wilhelm); and (4) Round Robin: Reading Test Prep (Ashlea Allen Green); B: Creating Assessment Procedures: (1) U Test U (Dafne Gonzalez); (2) Let Them Make Quizzes: Student-Created Reading Quizzes (Greta J. Gorsuch); (3) Developing a Student-Centered Scoring Rubric (Michael A. Power); and (4) Continuous Assessment Framework (David Progosh); C: Making Grading Easier: (1) Raise Your Hand and Be Counted (Juergen J. Bulach); (2) Course of Events (Paul Lyddon); and (3) Getting the Point(s): An Adaptable Evaluation System (Ron Grove); D: Evaluating Curricula: (1) Thermometer (Claudia A. Becker); (2) Multiple-Assessment Action Logging (Tim Murphey); (3) Wow! Marvelous Task (Tim Murphey); and (4) Writing a Course Review (Nathan Ducker). Part V: Alternative Ways of Assessing Written Skills: A: Reading: (1) Taking the Speed Out of Reading Tests (Rex Berridge and Jenny Muzamhindo); (2) Keeping Track With Free Readin' (Nicholas O. Jungheim); (3) The Reading Beat: Investigative Questioning and Reading Comprehension (John M. Norris); (4) A Window on the Reading Process (Patrick A. Rosenkjar); and (5) Sort It Out (Zully G. Tondolo); B: Reading and Vocabulary: (1) Have You Seen My Brother? (Beatriz de Aguerrevere); (2) Extra! Extra! Read All About It! (Herman Bartelen); (3) On the Spot! (Carol MacLennan); and (4) Definition-Resource Cloze (Edith Malagarriga); C: Vocabulary: (1) Going to the Supermarket (Maria Irene Albers de Urriola); (2) Party or Test: Who Cares? Let's Eat! (Jim Bame); (3) The Price Is Right (Dennis R. Bricault); (4) Color-Coordinated Quiz (Dennis R. Bricault); (5) Vocabulary Information-Gap Electronic Discussion (Rebecca Fisher); and (6) A Vocabulary Quiz Given by Students to Themselves (Jeffrey A. Uhr); D: Writing and Grammar: (1) Check It Out: A Library Research Checklist (Sylvia Mulling); (2) Tense Excitement Throwing a Die (Trevor Balance); (3) Who Is He? (Mika Kirimura); (4) Assessing Writing From Sources (Zuzana Tomaš); and (5) Using Reformulation to Assess Paragraph Rhetorical Structure (Zuzana Tomaš and Holly Andrews). Part VI: Alternative Ways of Assessing Oral Skills: A: Listening and Note-Taking: (1) We Are Here to Communicate! (Shanti L. Arnold); (2) Watch Your Listening (Charles Browne); (3) The Couch-Potato Diagnostic Listening Assessment (Steve Golden); (4) LSS: Listen and Skim/Scan (Kim Hughes Wilhelm); and (5) Welcome to English 101(Lia M. Plakans and Cynthia L. Myers); B: Speaking: (1) Presentation Check (David Progosh); (2) Guess What My Favorite Animal Is (Rieko Shimazaki); (3) Skit Assessment (Sayoko Okada Yamashita); (4) Karaoke-Dokey (Judy Yoneoka); (4) Assessing Pragmatics Using Recorded Voice Messages (Mira Malupa-Kim); and (5) Measuring Reading Fluency (Jeff Popko); C: Pronunciation and Connected Speech: (1) Assessing Production and Reception of Minimal Pairs (Neil McPhee); (2) Sentence-Stress Telegrams (Larry Davis); (3) Repeat if Correct (Larry Davis); and (4) Reduced-Forms Dictations (James Dean Brown and Ann Hilferty).