This chapter focuses on how Ryan enhanced his LAL, constructed his assessment identity and overcame difficulties over three semesters. As an experienced English instructor, Ryan received considerable assessment education and training which empowered him with sufficient assessment knowledge. This knowledge, in turn, enabled him to effectively use diverse assessment methods in teaching practices. For instance, he routinised quizzes as a diagnostic tool and conducted group peer assessment on writing by providing detailed criteria. Through these practices, Ryan extended his knowledge about assessment standards. He insisted on giving informative feedback which, though, was delayed due to many non-teaching commitments. Students’ positive feedback also pushed him to adhere to fair grading without being influenced by non-achievement factors. Over the semesters, participation in teaching contests heightened his awareness of integrating assessment with teaching practices. Despite these practices, Ryan did not recognise his identity as an assessor but claimed himself to be an assessment designer and facilitator.