This book aims to present an accessible set of readings that provide ideas for the implementation of alternative assessment methods into classroom contexts, since the authors’ intention is to give accounts of hands-on assessment practices in Greece, as well as to present some pieces of work of practitioners and researchers (pre- and post-graduate students). We believe that although standardized-oriented assessment of learning prevails in the Greek context, teachers are able to create appropriate alternative/authentic assessment practices in their own classrooms. 

We address the fundamentals of assessment issues in L1/L2/FL (first/second/foreign language) classroom settings. The emphasis is on describing the assessment practice, albeit founded on theory. For this purpose, the book offers a theoretical approach on issues related to alternative assessment, as well as a repertoire of tools, samples and methods to be incorporated into the daily classroom environment. The differences between formal assessment and alternative assessment are pointed out, some basic principles that underlie the use of authentic formative assessment are presented, the learner-centered nature of alternative assessment is highlighted, and some examples of alternative tools that have been implemented in the classroom are suggested. 

The book aspires to achieve: i) a (re)conceptualization of language assessment issues; ii) coherent and cohesive understanding of alternative assessment methods and tools, such as the portfolio, journal/diary, classroom observation, think aloud protocols, project-based assessment, descriptive assessment, report cards and rubrics; iii) a resource for practitioners, researchers and university students in this emerging field.

Eleni Griva is an Assossiate Professor of Applied Linguistics at the Department of Primary Education, University of Western Macedonia – Greece. She was also the coordinator of the module “Testing and Assessment in Language Learning” in the School of Humanities of the Hellenic Open University (HOU), from 2012 to 2016. Her research interests include: Language Education, Methodology of teaching an L2/FL, language learning strategies, bilingualism/multilingualism, Methods and Materials in Bilingual/ SL Education, assessment in language acquisition/learning. She has participated in a number of research projects related to teaching a second/ foreign language, teaching Greek an L2/FL, CLIL methodology, bi/multilingual learning.She has published 4 books and more than 180 papers, which appear in various international and national refereed journals, collected editions and conference proceedings. She has also participated in more than 150 International and National Conferences.

Ifigenia Kofou is a graduate of the Faculty of English Studies, Aristotle University. She holds a PhD in Applied Linguistics and an MA in the sciences of language and communication at the new economic environment, Aristotle University of Thessaloniki, Greece. She works as an English language teacher at the 2nd Experimental Upper High School of Thessaloniki, Greece and as a tutor at the module “Testing and Assessment in Language Learning” in the School of Humanities of the Hellenic Open University (HOU). She is an evaluator and supervisor for the KPG and Panhellenic exams, and has several participations in conferences and publications in international and national refereed journals. Her 1st book ‘Language & Communication Needs Analysis: Proposal of an Instrument’ was published in 2013. Her scientific interests include language learning and teaching, CLIL, alternative assessment, adult education, research methodology, innovation and ICT use in education.