Abstract. This research article explores the effectiveness of alternative assessment methods in improving reading comprehension skills among second-year students at Uzbekistan State World Languages University. The study employs a mixed-methods approach, incorporating both theoretical frameworks and practical experimentation. The research methods section outlines participant demographics, instrumentation, and procedures, including pretest-posttest intervention design. Descriptive statistics, paired samples t-test, and assumption checks are employed for data analysis, revealing significant improvements in reading comprehension skills among participants following the intervention. The discussion interprets these findings, emphasizing the reduction in variability and concentration of scores around the mean post-intervention. The conclusion underscores the potential of alternative assessment methods to yield consistent improvements in reading comprehension skills and offers implications for educators and practitioners. Overall, this research contributes to the literature on language education and assessment, providing valuable insights for improving reading comprehension instruction in EFL contexts.