Centering Learner Autonomy in TEFL Assessment

Assessment plays a central role in Teaching English as a Foreign Language (TEFL), shaping not only how language proficiency is measured but also how students experience the learning process. For many years, assessment in TEFL has been dominated by teacher-led, summative approaches that emphasize standardization, accountability, and performance outcomes. While these methods satisfy institutional requirements, they often provide students with limited opportunities to take ownership of their learning. As language education increasingly embraces learner-centered pedagogy, digital technologies, and lifelong learning, there is growing recognition that assessment should move beyond measuring achievement to fostering reflection, self-regulation, and learner autonomy. Developing assessment practices that actively engage students has become essential for preparing independent, confident, and successful language learners. Centering Learner Autonomy in TEFL Assessment examines how assessment can be redesigned to place learner autonomy at the center of English language education. This book brings together theoretical perspectives, empirical research, and practical strategies that explore formative assessment, assessment for learning, self- and peer-assessment, portfolio-based evaluation, and technology-enhanced assessment as approaches for promoting student ownership of learning. Covering topics such as artificial intelligence, learner motivation, and self-assessment, this book is an excellent academic resource for graduate and doctoral students, English language teachers, TEFL/TESOL practitioners, language instructors, assessment specialists, testing professionals, school leaders, language program coordinators, policymakers, and more.