A master's degree program for teachers of English as a Second Language is described, focusing on a method of student evaluation that emphasizes learner autonomy and seeks to extend that principle to trainees' classroom practice. The approach is based on the concepts that involvement in learning, including assessment, is vital to effective learning and that the teacher is the key person to help students develop this learner autonomy. In the teacher training program described, the assessment scheme offers each course member a genuine opportunity to collaborate with their trainers in assessment of assignments. This is accomplished by using explicit criteria against which the trainee can evaluate his work, with negotiation of grade if the trainee's and trainer's assessments do not agree. This method balances the empowerment of the individual student to take a meaningful part in his own assessment with the need for the institution to retain responsibility for maintaining appropriate professional and academic standards. Comparison of trainer and trainee assessment grades suggest that there is generally agreement,and interviews with students provide some evidence of a change in trainee attitude towards assessment and learner autonomy. (MSE)