<![CDATA[Learning assessment is a crucial component in supporting instructional decision-making and enhancing the quality of student learning. However, the implementation of assessment in primary schools still faces various obstacles, preventing it from optimally serving as a basis for instructional improvement. This study aims to analyze the obstacles teachers face in implementing learning assessments at SDN 5 Metro Pusat and to identify the factors influencing this implementation. A qualitative approach with a case study design was employed. Data were collected through observations, in-depth interviews, and document analysis involving the school principal and teachers, and subsequently analyzed using the Miles, Huberman, and Saldaña model, which encompasses data condensation, data display, and conclusion drawing. The results indicate that the implementation of learning assessments still encounters obstacles regarding planning, execution, the utilization of assessment results, and instructional follow-up. These obstacles are driven by teachers' limited understanding of assessment principles, heavy administrative workloads, time constraints, suboptimal assessment instrument design, and the underutilization of assessment results to inform instructional strategies. The study concludes that effective assessment implementation requires strengthening teacher competence, simplifying administrative procedures, and securing school support through ongoing mentoring and evaluation, ensuring that assessment can truly function as a tool for improving the quality of learning.]]>
