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This study aims to explore Chinese university EFL leersperceptions toward altative assessment in a context of a project-based leing digital storytelling presentation in Speaking Course. It also seeks to compare the relationship between alter-native assessment and teacher assessment. The findings showed that a strong correlation between altative assessment and teach-er assessment occurred. Altative assessment activities are viewed by students asauthenticassessments, as they mimic how the student will be using their knowledge in the future. Altative assessment as a form of formative assessment can be a powerful day-to-day tool for teachers and students. Altative assessment is an enabler of process of leing. The study suggests that alter-native assessment can encourage leers to become more fully responsible for their leing and can result in more and better leing. Altative assessment can thus be used as a golden key to thedeaf and dumbphenomenon for Chinese university EFL leers.