The aim of this study was to investigate how Iranian EFL teachers report dealing with Learning-Oriented Assessment (LOA) and what challenges they encounter in implementing LOA. The study adopted a mixed-method design consisting of a quantitative and qualitative phase. A researcher developed questionnaire followed by semi-structured interviews were used to collect the data. The researcher drew on Carless (2007; 2015) and Turner and Purpura (2015) to conceptualize LOA. The participants in the quantitative phase of the study were 85 EFL teachers teaching English in high schools. They included both males and females aged between 30-45 years and were selected through the convenience sampling method. The participants in the qualitative phase of the study were 8 EFL teachers who participated in the first phase of the study and agreed to take part in the interview. SPSS Version 25 was utilized to analyze the learners’ responses to the questionnaire and the interviews were content analyzed by coding, categorizing and finally interpreting. The results showed that the teachers had positive perceptions of LOA and believed that it improved students’ learning. The results also revealed that they used both traditional and innovative assessment methods in classroom. However, although they used both types of assessment methods, they applied more traditional methods than innovative methods. They had a positive attitude towards providing students with proper feedback and a majority of the participants reported giving regular feedback to students. Large classes, time limits, and lack of proper knowledge were identified as some of the obstacles to the implementation of LOA.
