Despite the increasing discussions on quality and professionalism in the field of language assessment, limited empirical research is currently available on whether language testing practice conforms to the best practice model prescribed in professional standards. Situated in the context of Chinese higher education, this study examined how English placement tests are developed, implemented and used, and explored the social and contextual factors that shaped different aspects of placement testing practice. A mixed-methods sequential explanatory design was employed to collect the research data. Findings suggest the lack of quality control procedures in placement testing practice, thus raising legitimate concerns over the reliability, validity, and indeed the overall usefulness of English placement tests for College English (CE) teaching programmes. Several factors featured prominently in the qualitative data which affected placement testing practice, including time pressure, a lack of policy and financial support from relevant administrative departments, stakeholders' lack of language assessment literacy (LAL), and students' cheating behaviours. Through investigating these aspects of English placement testing practice, this study highlights the crucial roles of professional standards in language testing practice and the importance of understanding the social dimensions of language assessment.