This  study  delves  into  the  evolving  perspectives  and  practices  of  lecturers  regarding  classroom assessment, especially in terms of integrating reflective teaching methods. Drawing insights from 15 English as a  foreign  language  (EFL)  lecturers,  certain  emergent  trends  were  identified,  including  a  pronounced  shift towards  constructivist  approaches  to  assessment  and  an  increased  emphasis  on  formative  over  summative assessment  strategies.  Lecturers  also  showcased  enhanced  reflective  abilities  in  assessment  design,  with  a significant  number  highlighting  the  improved  alignment  between  learning  outcomes,  teaching  methodologies, and  assessment  strategies. A  deepened  appreciation for diverse learning pathways became evident, and there was  an  amplified  responsiveness  to  student  feedback  in  tailoring  assessment  strategies.  The  study  also  found trends  like  embracing  technological  tools  for  improved  assessment,  a  surge  in  interdisciplinary  collaboration in   assessment   design,   a   heightened   empathy   towards   student   challenges,   and   a   strong   advocacy   for collaborative  assessments.  The  findings  underscore  the  profound  implications  of  reflective  teaching  on assessment strategies. Recommendations for future studies emphasize the need for a broader participant base and exploration of direct impacts on student outcomes.