This paper aims to explore the multifaceted development of a comprehensive framework for quality control and assurance of online assessment in the area of English as a foreign language (EFL) teaching. A meta-synthesis and analysis were conducted and discussed through the empirical research. The research findings reveal practical measures to assess EFL learners’ performance, and a theoretical framework for quality assurance of online classroom assessment is proposed for discussion and justification. The research outcome provides EFL teachers, curriculum and/or instructional designers, and researchers with guiding theories and practices based on their current needs for online EFL language testing and assessment in light of quality control and quality assurance perspectives. The study is significant for second language teachers, teacher educators and educational leaders in cultivating culture of quality of online EFL assessment when bichronous education is burgeoning in current research and practice.