Assessment as learning (AaL) is conceptualised as a learner-led approach that uses assessment as a learning tool, enhancing metacognition and self-regulated learning (Yan & Boud, 2021), but its practical implementation remains underexplored. This paper proposes a pedagogical framework called Democratic Assessment, which includes activities such as writing self-reflective journals (selfassessment), acting as assessors (peer-assessment), and developing unit tests (learner-created assessment). A case study with 16 B2-level students at EF Brisbane showed that these strategies foster self-regulated learning and critical thinking, leading to improved outcomes. However, further research is needed to validate these findings and expand AaL's applicability.