This concluding chapter synthesizes the key challenges and barriers to the effective implementation of Assessment for Learning (AfL) in Chinese university English-as-a-foreign-language (EFL) contexts, as identified throughout the study. It highlights the interplay of macro-, meso-, and micro-level factors, including socio-cultural norms, institutional constraints, and individual limitations, that collectively hinder meaningful AfL adoption. By contextualizing these findings within broader educational discourse, the chapter underscores the systemic resistance to AfL’s learner-centered principles. Rather than proposing simplistic solutions, the chapter argues for multilayered interventions that simultaneously address structural, cultural, and pedagogical dimensions of change. It concludes by emphasizing the necessity of reconceptualizing assessment practices through collaborative engagement with policymakers, educators, and learners to create conditions where AfL’s transformative potential might realistically be achieved.