Alternative assessment methods have many benefits for students and teachers, and although it is a growing practice among teachers, it is still far away from being fully implemented within the education system. Therefore, it is of great importance to raise awareness of the benefits of alternative assessment and encourage more frequent use in teaching. This paper explores recent practices in the use of alternative assessment methods, especially teachers’ attitudes about the use, effectiveness, and applicability of alternative assessment, focusing on the EFL classroom in Croatia. The study shows that while teachers are fairly familiar with alternative assessment, these methods are not widely used in the EFL classroom as teachers find them time-consuming, and subjective. The results also indicate that although teachers are mostly aware of the benefits of implementing alternative assessment, there is a need for additional training and education about alternative assessment, as they are uncertain as to how it can be integrated into practice. In contrast to traditional methods, they find alternative assessment methods new and interesting, more personal and motivating, more relaxing and natural, and less stressful. Overall, they reduce test-related anxiety. As the teachers report, alternative assessment is perceived as rewarding by most students because it allows them to be creative. In the context of language assessment, the results suggest that alternative assessment is considered to be particularly relevant in the language classroom, where students are encouraged to use language for communicative purposes.