As China hosts the world’s largest population of tertiary-level English-as-foreign-language (EFL) learners, this introductory chapter highlights the critical role of Assesment for Learning (AfL) in improving teaching effectiveness and student outcomes. It traces the evolution of EFL teaching and assessment in China, focusing on recent shifts toward student-centered learning and AfL assessment practices. The chapter investigates the challenges of implementing Western-originated AfL strategies within China’s unique educational context. Key research questions explore Chinese university EFL teachers’ and students’ perceptions of AfL, its practical implementation, and the factors shaping its adoption. By addressing these issues, this chapter also emphasizes the implications of AfL for Chinese EFL classrooms, aiming to bridge theoretical and practical gaps while offering valuable insights for policymakers, educators, and researchers.