Brown and Hudson discuss the benefits of alternative language assessments over traditional assessments. They provide a list of positive characteristics of alternative assessments, including that they require students to perform real-world tasks, assess higher-level thinking, and provide information on student strengths and weaknesses. They also discuss the importance of reliability, validity, and reducing bias in assessments. Three categories of language assessments are identified: selected response, constructed response, and personal response. The advantages and disadvantages of different assessment types within each category are outlined.