This text examines the relationship between the language learner and language assessment processes, and promotes approaches to assessment that involve the learner in the testing process. Particular attention is given to issues of reliability and validity. Although the benefits of learner-directed assessment may be accepted by many teachers, incorporating more authentic assessment tools in the classroom is often frustrated by issues of validity and reliability. This book attempts to be a meeting place where teachers and assessment specialists can consider these important issues. Grounded in current pedagogical applications of authentic assessment measures, this volume is intended for classroom teachers and programme directors looking for ways to include their students in the evaluation process, and for professional language testers seeking authenticity in assessment and desiring to create more interactive evaluation tools.