In second language teaching there has been a move to validate the kinds of assessment procedures being carried out by teachers in the classroom. Intimidated by the difficulty of developing traditional formats of classroom tests, for example, multiple-choice and cloze, teachers are looking for 'alternative' methods which reflect the learning processes occurring in the classroom. This study reports on the factors that influence the implementation of learner- centred assessment in the second- language classroom. It begins with a literature review which defines assessment, examines learner-centred assessment for the classroom teacher and surveys learner-centred assessment procedures. It includes a report of the experiences in implementing a learner-centred assessment in three teaching situations. A discussion follows which highlights the significant factors influencing the implementation of learner- centred assessment. The study concludes with a discussion of the importance of learner- centred assessment and offers suggestions for further research.