Alternatives to traditional testing techniques are proposed for use in the adult English as a second language classroom. It is argued that traditional testing does not place responsibility for achievement on the learner as is appropriate with adult students. The suggested alternative methods are: the language experience approach, sustained silent reading, oral and written retellings, dialog journals, and learning logs. In the language experience approach, students compose a story aloud as a group, and the story is then corrected, transcribed, and distributed. In sustained silent reading, the students and the teacher each read materials of their own choice silently for a given period and then discuss their readings with the group. Students who perform poorly on standard comprehension tests often perform better on oral or written retellings of what they have read. Dialog journals consist of written communications by the student and answers by the teacher. Finally, learning logs kept by both teacher and students record opinions of the week's learning activities. In all these approaches, evaluation is treated as a part of the learning process rather than as a separate entity. (RW)