Journal of Applied Linguistics and Language Research Volume 7, Issue 2, 2020, pp. 19-33 Available online at www.jallr.com ISSN: 2376-760X * Correspondence: Shahzad Ahmad, Email: mianshahzadali17 gmail.com © 2020 Journal of Applied Linguistics and Language Research Behaviorism vs Constructivism: A Paradigm Shift from Traditional to Alternative Assessment Techniques Shahzad Ahmad * Ph.D. Scholar (Education), Federal College of Education, H-9, Islamabad Naveed Sultana Associate Professor, Secondary Teacher Education, AIOU, H-8, Islamabad Sadia Jamil Research Associate, Federal College of Education, H-9, Islamabad Abstract Assessment is an integral part of teaching and learning, determine whether and to what extent goals of education have been achieved. The present article discusses the applications of different types of assessment and evaluation procedures in teaching. The main research objective was to strengthen the superiority of alternative forms of assessment methods over traditional assessments in the light of learning theories i.e. behaviorism, cognitivism, and constructivism. These learning theories define learning differently. A growing body of research suggests that assessment greatly influences classroom instruction and that it is closely linked to teaching and learning. Students learn the way they think they will be assessed rather than what is mentioned in the curriculum. The present study concludes the importance of alternative assessment techniques to highlights learner’s misconceptions and gaps in their knowledge. Keywords: behaviorism; cognitivism; constructivism; learning; alternative and traditional assessment methods INTRODUCTION Education is a lifelong process which intended to bring about positive changes in the attitudes of an individual. Assessment and evaluation as a procedure can be used to determine the educational needs and aspirations of students, to ensure that they have essential attitudes with them to improve behavior and the course of teaching and learning process. In the background of education, the term assessment has been utilized “in deciding, collecting and making judgments about evidence relating to the goals of the learning being assessed” no matter how the information being collected and could be used (Harlen, 2006, p.103). In the existing literature, “summative assessment” has been identified as “assessment of learning” is extensively used in education and what has