This article seeks to understand the ways in which feedback was communicated in post-observation conferences in teaching practice supervision within the learning-oriented field experience assessment (LOFEA) framework. 32 post-observation conferences between 21 pairs of supervisors and participants of in-service teacher education programmes, and interviews with supervisors and participants were analyzed, with findings revealed in four themes: 1. The distribution of content and nature of feedback in post-observation conferences; 2. Communicating "learning-oriented assessment" feedback in post-observation conferences; 3. Learner participation in making judgment on performance; and 4. Learner participation in target-setting. The paper concludes with discussions about how "learning-oriented assessment" supervisory practices enhance teacher construction of professional knowledge and self-regulated learning. Ways of reframing supervisory practices are suggested.