This three-article dissertation examined the key aspects and outcomes of a Formative and Alternative Assessment Methodology (FAAM) implemented at a Colombian university during COVID-19. The first study explored, through in-depth interviews, participants' experiences with the FAAM, which included assessment principles, strategies, resources, and perspectives on classroom assessment. Qualitative findings from this study indicated that the flexibility of instructional and assessment criteria, significant technology usage, formative assessment practices, and alternative forms of assessment rendered noteworthy benefits for the participants. The second study investigated, through a survey of instructors, the variables that influenced the implementation and perceived usefulness of the FAAM. The correlational and regression analyses revealed that instructors' assessment literacy (AL) was a significant positive predictor of both outcome variables. Likewise, instructors' use of assessment strategies during the FAAM was positively associated with their AL. The third study examined through hierarchical linear modeling the variability in students' final grades before, during, and after implementing the FAAM. The results showed a significant increase in student grades during the FAAM semesters and variation across academic disciplines. Thus, this dissertation, comprised of three interconnected and mutually complementary investigations, offers a holistic account of a university's unique pedagogical experience situated in the context of a global crisis. Grounded in both qualitative and quantitative evidence, this research testifies to the value and usefulness of formative and alternative assessment principles and practices in higher education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]