JAMMO ISSN 2146-3328

Assessment plays a pivotal role in TESOL, influencing both language acquisition and pedagogical effectiveness. This study offers an analytical synthesis of recent literature to examine effective assessment strategies in TESOL, focusing on formative and summative assessment models, alternative assessment approaches, and their alignment with cognitive load theory (CLT). By synthesising research from peer-reviewed studies across ERIC, JSTOR, and Google Scholar, this study highlights best practices in TESOL assessment that enhance learner performance, engagement, and long-term language retention. Findings indicate that well-structured formative assessments tailored to minimise extraneous cognitive load significantly improve student outcomes. Additionally, alternative assessments such as portfolio-based evaluations, dynamic assessments, and technology-enhanced assessments provide greater inclusivity and learner autonomy. However, challenges persist in maintaining assessment reliability, standardisation, and practicality in diverse TESOL contexts. This paper concludes by proposing evidence-based recommendations for refining assessment design in TESOL, ensuring validity, equity, and alignment with language proficiency frameworks.