This document discusses the history and definitions of alternative assessment in education. It provides the following key points: 1) Alternative assessment has evolved from broad definitions in the 1980s focusing on any non-standardized approach, to narrower definitions in the 2000s emphasizing performance-based assessments that mirror real-life contexts. 2) For an assessment to be considered authentic, it should be an ongoing process that reflects real-life situations, support growth through refined work samples, and evaluate performance according to explicit criteria like a rubric. 3) Common terminology for alternative assessment includes rubrics, portfolios of student work samples, performance-based tasks, and student exhibitions.