Guidance is offered on the creation and use of alternative assessment; and a process model is presented that links assessment with curriculum and instruction, based on contemporary theories of learning and cognition. The introductory chapter, "Rethinking Assessment," provides background on the purposes of assessment and the need for new alternatives, plus an overview of key assessment development issues. Linking assessment and instruction is the focus of Chapter 2, which also reviews current trends in assessment. Chapter 3 considers determining the purpose of the assessment, and Chapter 4 reviews selecting assessment tasks and matching them to student outcomes. Setting the criteria for judging student performance is discussed in Chapter 5. Chapter 6 reviews the steps necessary to ensure reliable scoring. Chapter 7 makes the important point that assessment is not an end in itself, but rather a tool for decision making. In this context, reliability and validity of assessments are discussed. There are 26 figures illustrating the discussion. (SLD)