This paper explores how worker identities are shaped (and reshaped) in the workplace through the interconnected experiences of assessment, work and learning. Drawing on a study conducted at three food production companies in regional Victoria, the paper locates these workplace experiences as social constructions and considers the significance of embodied learning (that is, the learning that transpires from the 'doing' of the task) in constructing identity. Individuals in the study express themselves most comfortably and readily through their actions, on the job and in the performative assessment experience. This embodied learning, which reflects the sociality of workplace activity, has the capacity to contribute to these workers' sense of self (their identities) and also to inform the ways in which assessment is viewed, reformed and practised in their workplaces.