This edited book documents practices of learning-oriented language assessment through practitioner research and research syntheses. Learning-oriented language assessment refers to language assessment strategies that capitalise on learner differences and their relationships with the learning environments. In other words, learners are placed at the centre of the assessment process and its outcomes. The book features 17 chapters on learning-oriented language assessment practices in China, Brazil, 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 learning-oriented language assessment.

Sin Wang Chong is Associate Professor in Language Education at the University of Edinburgh, UK. His research interests include language and educational assessment, computer-assisted language learning, and qualitative evidence synthesis. Sin Wang is Associate Editor of two SSCI-indexed journals Higher Education Research & Development (Taylor & Francis) and Innovation in Language Learning and Teaching (Taylor & Francis), and Section Editor of "Education and Language" in Elsevier's Encyclopedia of Language and Linguistics (3rd edition; forthcoming). Sin Wang serves on the governing councils of British Educational Research Association and British Association for Applied Linguistics. Sin Wang is a Senior Fellow of the Higher Education Academy in the UK.

Hayo Reinders is TESOL Professor and Director of Research at Anaheim University, USA, and Professor of Applied Linguistics at KMUTT, Thailand. He is founder of the global Institute for Teacher Leadership and editor of Innovation in Language Learning & Teaching. His interests are in out-of-class learning, technology, and language teacher leadership.

1. Introduction: Learning-Oriented Language Assessment-Insights for Evidence-Based Practices.- 2 A Review of Formative Language Assessment Research and Implications for Practitioners .- 3 Is It Possible to Implement Learning-Oriented Assessment Principles in Test Preparation? Evidence from a High-Stakes Standardised EFL Test in China.- 4 Assessment for Learning in the Brazilian High-School EFL Context: The Case of Digital Genres.- 5 An Investigation into EFL Learners' Perspectives Towards Dynamic Assessment.- 6.Exploring the Consistency Between Self- and Teacher Assessment: Using Co-Constructed Assessment Descriptors in EAP Writing in China.- 7 Developing a Learner-Centered Assessment of Academic Writing for Graduate EFL Students.- 8 Language Teacher Autonomy and Written Feedback: The Case of a Hong Kong Elementary English Teacher.- 9 Assessing Depth of Word Knowledge of Beginner Learners of French, German and Spanish Aged 11-14 in England.- 10 Developing Learning-Oriented Language Assessment Literacy in Pre-service Language Teachers.- 11 Padlet as a Formative Assessment Tool in the Online Language Classroom: Action Research.- 12 Application of Virtual Reality Speaking Assessment Tasks in an EFL Context.- 13 Technology-Mediated Tasks for Formative Assessment in an e-Portfolio Environment.- 14 Mobile-Assisted Language Assessment for Adult EFL Learners: Recommendations from a Systematic Review.- 15 Pro-Gamer Inspired Speaking Assessment.- 16 Developing Language Teacher Cognition about Technology-Enhanced Assessment: A Case of Student Teachers in a TESOL Programme.- 17 Product to Process: The Efficacy of Hybrid Feedback in Academic Writing Classrooms for Fostering Process-Oriented Writing.- 18 Development and Content Validation of an E-portfolio to Assess and Promote Learner Autonomy.-