The present study will be divided in three parts: (1) a discussion of authentic alternative assessments vs. traditional assessments in language and business classes; (2) an explanation on how to create authentic alternative assessments using technology-based and non-technology-based materials; and (3) tools to evaluate these authentic assessments. We will discuss alternative assessments which have been used in a number of different business and foreign language classes, student reactions to these assessments, and our observations as to the impact and results these assessments have had on student learning. (Contains 2 figures and 1 footnote.)