This study was conducted to examine assignment and feedback practices of students in a B. Ed TESL programme. It also identified strategies to enhance the implementation of formative assessment in higher education. Questionnaires and interview questions were used to collect data. The study indicated a moderate level of assignment and utilisation of feedback practices by B. ED TESL students. Three important strategies that have been identified were "giving constructive feedback", "improving the conduct of assignment practices" and "improving the utilisation of feedback". The findings imply that there is a need to further improve assessment strategies which would assist lecturers to plan and conduct assessments to cater to the needs of students.