This study investigated the purposes and methods of classroom-based assessment (CBA) used by Jordanian English as a Foreign Language (EFL) teachers in secondary schools and explored their perceptions about assessment for learning. Data were collected through an online questionnaire (n=54) and semi-structured interviews (n=3). The study found that 1) teachers used classroom assessment to achieve various purposes, primarily those related to students' learning; and 2) although teachers used a variety of methods to assess students in reading, writing, listening and speaking, tests were the most frequently used methods. The findings suggest that although teachers were favorably inclined towards assessment for learning, their perceptions might not be aligned with their reported assessment practices. It is hoped that the findings from this study will help raise awareness among Jordanian EFL teachers and educational policy makers about the importance of CBA and the need to develop teacher preparation and professional development programs.