This edited book exemplifies the notion of learner-centred approaches to language assessment through practitioner research and research syntheses. Learner-centred language assessment refers to classroom-based language assessment strategies that capitalise on learner differences and help develop learners’ autonomy. In other words, learners are placed at the centre in the assessment process and its outcomes. The book features 18 chapters on learner-centred assessment and feedback practices in China, Brazil, Greece, Turkey, Norway, UK, Canada, Japan, Saudi Arabia, and Spain. Chapters include teachers’ reflections and practical suggestions. This book will appeal to researchers, teacher educators, and language teachers who are interested in advancing research and practice of classroom-based language assessment. weiterlesen