Noting that many teachers and some states have abandoned traditional testing methods of public school students in favor of authentic and performance-based assessment, this paper shares alternative assessment methods used by two teacher educators. After a brief introduction to the issues of authentic assessment in reading education courses, the paper discusses having preservice teachers keep a content journal or double entry log and write formal summary/reaction papers to material in the course. The paper next discusses the reading/writing workshop that begins each class period, including writing annotation of children's literature discussed in the workshop setting. The paper also discusses a project to create a literate classroom environment, a checklist for read-aloud behaviors, a take-home essay question, a classroom observation instrument, and a project to implement reading strategies in the content areas. (RS)