This article focuses on examining how alternative assessment can become a very successful teaching tool in the hands of educators who wish to assess their students' performance in a non-traditional way. In order to achieve such an aim, the teacher chose to create three projects, which were based on the coursebook material, and focus on classroom observation metodology by incorporating a student observation checklist and three different types of assessment forms per project: a student self-assessment form as well as group-to-group and within-group peer assessment ones. The choice of such material is based on the benefits of project-based learning. As well as that, self-assessment forms and peer/group assessment enhance student autonomy, boost collaboration within the classroom and offer an enjoyable and meaningful alternative to more traditional and rigid forms of student evaluation such as standardised testing. The three projects were concluded in corresponding teaching sessions which aimed at different skills, after which sessions there followed an evaluation process implementing everything mentioned above.