Reimagining English Language Assessment for the 21st Century: From High-Stakes Testing to Learner-Centred Evaluation

Conventional English language assessment continues to rely heavily on high-stakes, examination-oriented practices that primarily measure memorisation and written performance rather than learners' communicative competence, critical thinking, and authentic language use. This mismatch between assessment practices and 21st-century learning demands limits meaningful language development and often increases learner anxiety. To address this issue, the present study examines learner-centred alternative assessment strategies, including portfolio assessment, self-assessment, peer assessment, project-based learning, and performance-based tasks, through a qualitative review of contemporary literature and educational practices. The findings indicate that these approaches enhance learner engagement, promote continuous feedback, strengthen communicative competence, foster higher-order thinking, and support learner autonomy while providing a more comprehensive evaluation of language proficiency than traditional examinations. The study further demonstrates that learner-centred assessment aligns with the educational priorities of the 21st century by encouraging inclusive, equitable, and authentic learning experiences. The proposed framework has practical applications for curriculum developers, teacher educators, policymakers, and classroom practitioners seeking to modernise English language assessment. It also supports the achievement of Sustainable Development Goal 4 by promoting quality, inclusive, and learner-centred education.