An overview is presented of methods of teacher assessment. The most heavily used methods of teacher assessment are standardized paper-and-pencil examinations and on-the-job ratings by supervisors. An alternative to the paper-and-pencil approach is explored, and preliminary evidence is presented in support of this assessment strategy. Paper-and-pencil tests have been criticized primarily for their lack of face validity and predictive validity. Ratings by supervisors have been criticized for: (1) lack of accurate measurement properties; (2) low predictive validity for student learning; and (3) halo effects. An alternative, a modification of traditional paper-and-pencil tests, is the Simulation Test of Interactive Teaching Competencies-Hays (STITC-H), developed by L. Hays. Four alternative courses of teacher action are presented for choice in the STITC-H using a slide projector and an audiocassette. Preliminary evidence from a study by Hays involving 46 experienced teachers, 30 student teachers, and 31 adults without teacher training suggested the usefulness of the test as a measure of teacher learning or experience. D. M. Shannon (1990) revised the STITC-H and investigated it with 25 student teachers and 78 non-education college students. Evidence of construct validity was obtained, and this alternative approach to testing teachers was supported. A 23-item list of references is included. (SLD)