This research addressed ongoing academic concerns about whether assessment practices in higher education support student learning. Authors state that examinations have become the focus of assessment, which adversely affect learning. Effective assessment for learning promotes the active engagement of students. A web-based survey gathered information from a sample of postsecondary educators in Alberta. The questionnaire used the three criteria of learning-oriented assessment, tasks as learning tasks (authentic), self- and peer assessment, and feedback to determine learning potential. Findings illustrated that the implementation of only three of 15 authentic tasks occurred by over 30% of educators. Results also found that teachers have conflicting views relative to student use of feedback and the use of dialogue. These outcomes show that there is limited involvement of learners in assessment strategies, which can impact learning. It is recommended that teachers utilize professional development to understand how to optimize the active participation of students in various authentic assessment methods and feedback. Future research using a qualitative design should be conducted to obtain reasons why assessment problems exist.