The use of the WWW in tertiary learning environments offers greater adaptability and flexibility than traditional assessment procedures as it enables the planning and design of tasks that monitor both learning processes and learning outcomes. This paper proposes that the move towards alternative assessment paradigms has been accelerated by technology with its capacity to offer learners a broad array of activities, tasks and forums for engaging in constructivist learning. There is now a new wave of pedagogy advocating ‘alternative assessment’ in which assessment is integrated into learning through engagement in real life contexts. Authentic assessment fosters understanding of learning processes with real-life performance as opposed to a display of inert knowledge. Authentic assessment is solidly based on constructivism, which recognises the learner as the chief architect of knowledge building. In the constructivist learning environment of this study, assessment processes are mediated through social interaction, communication, exchange of views and collaboration so that learners to become aware of, and take responsibility for assessing their own learning processes. In this study, alternative modes of assessment in a tertiary Web-based environment are exemplified through the use of multiple assessment tasks enabling multiple modes of showcasing student achievement through portfolios, multimedia projects, skills demonstrations and teamwork.