Assessment practices in educational settings have undergone much transformation in recent years. The innovative approach to assessment includes providing continuous feedback, correctives and enrichment to students with the goal of enhancing students' academic performance. Classroom assessment practices have been more recently influenced by the learning process. The main purpose of this study was to gather information on assessment practices that use the mastery learning approach, which is formative assessment through which teachers in the classroom can develop a sense of direction while providing continuous feedback, correctives and enrichment to students with the aim of bridging learning gaps in what students currently know and what they should know. In this study, the semi-structured interview was conducted with six vocational teachers from vocational colleges. Discussion on the findings was based on the experience of the participants in developing a sense of direction by giving continuous feedback, correctives and enrichment to promote student learning. The outcomes could be a source reference for providing information to teachers on a new concept of assessment and how, at the same time, it can be successfully embedded in the teaching and learning process to promote student learning.