Assessment plays a major role in teaching and learning processes. According to Hungarian government decrees and ministerial acts, teachers are obliged to evaluate students’ knowledge, behaviour, and diligence in the form of grades on a scale from one to five, as a consequence of which, assessment is mainly based on these numerical values. These grades have a substantial impact on students’ lives as they define their enrolment possibilities in all levels of education. Therefore, it is no surprise that stakeholders (schools, parents, and students) lay considerable emphasis on grades. According to the government decrees and ministerial acts, school assessment should also serve the development of students. However, as there are no guidelines or output requirements on how this role should be fulfilled, assessment serving the development of students depends entirely on teachers’ assessment practices. My aim is to gain insights into the use of alternative assessment methods in English as a Foreign Language and in English Medium Content Classes in public secondary education in Hungary.