Actually, Teachers should keep in mind that all assessments in English are also assessments of English. Because English language learners are in the process of acquiring language as they acquire content, teachers need to ensure that their assessment addresses the linguistic component of the learning continuum. Therefore, teachers should provide English language learners with opportunities to demonstrate knowledge in non-traditional ways. According to Lenski (2006), as teachers consider the purposes for assessment, they should ask, “Does my assessment connect to the language and content standards and goals?” Teachers should also think about whether their assessment practices are consistent with their own instructional objectives and goals. When teachers think about the purposes for assessment beforehand, they can make better decisions about what information they should gather about their students. Teachers can use language and content standards as the basis for what English language learners have to know, and these standards then provide the purposes for assessment. For example, one of the TESOL standards as Lenski indicated is “Students will use learning strategies to extend their communicative competence”. Teachers can use this statement to develop an instrument to assess how well students are satisfying the standard. In a language classroom, authentic assessment tools will provide direct insights on the students’ literacy development and showcase students’ progress and accomplishments. Assessments also serve as mechanisms that reveal what parts of instruction need to be modified to help students reach standards and goals. For instance, reading is a complex interactive process whereas the assessment of reading ability does not end with the measurement of comprehension. Strategic ways to full understanding are often important factors to include in assessing students, especially in the case of most classroom assessments that are formative in nature. For this reason, it is important that teachers consider authentic assessments to document English language learners’ performance and growth in reading. Actually, alternative assessments or authentic assessments provide teachers with a more complete picture of what students can or cannot do as they encounter reading materials.