Self-efficacy plays a major role in learners' ultimate success. The present study investigated the effect of alternative assessment techniques of reading comprehension on the participants' self-efficacy in reading and their performance in reading comprehension. Matching items, gap filling items, C-tests, editing tasks and ordering techniques were used as alternative assessment techniques as replacements to traditional techniques such as multiplechoice type or essay-type items. Based on the proficiency test results, 77 intermediate junior high school students were selected from among 99 students in intact classes as the participants. The instruments included an adapted self-efficacy-in-reading questionnaire, the KET test and a reading comprehension test developed and piloted by the researchers. The results of t-test analyses indicated that the learners were significantly aware of self-efficacy while involved in reading comprehension of their English textbook texts. In other words, the participants possessed high self-efficacy in reading as measured by the questionnaire mentioned above. However, the findings revealed no significant effect for the use of alternative assessment techniques on the participants' self-efficacy in reading comprehension. Finally, the t-test results indicated a significant effect for the use of alternative assessment techniques on the participants' performance on the reading comprehension test.