In this classroom action study, we compare an alternate assessment method to traditional exams in order to determine if there is a less stress-inducing way to assess students’ understanding of the concepts in an undergraduate college algebra course. Grades on both alternate assessments and traditional exams, as well as the students’ perception of the assessment we’re collected from three different sections of the course. This presentation will share the alternative assessment design, the methodology of the study, and the analysis of student data.