Alternative assessment enhances educational equity in EFL classrooms as it opens up learning opportunities to learners with different backgrounds. McNamara (1998) asserts that alternative assessment can render the assessment process more accountable to learners’ needs and interests by addressing them individually and hence offering to all learners access and equal chances in language learning. The assessment methods are designed after taking the classroom context and individual needs and progress into consideration. As far as the feedback is concerned, it is individualized and this allows the teacher to follow students’ progress.