The current research aims to explore teachers’ awareness and deployment of learning-oriented assessment (LOA). The aim is to find out how experienced teachers assess students, and what are their beliefs regarding LOA. Interviews are conducted, transcribed, memo-ed, and coded for analysis. The principles of grounded theory help to establish concepts and categories. The LOA framework is employed, and a student questionnaire is designed. Next, the triangulation method is used to support the validity of previous findings, followed by a discussion about the limitations of the research, providing explanations for (under)utilization of LOA.