Combined efforts of many faculties towards student-centre teaching would be hardly achieved without assessment practice that results in deeper student learning. This study identifies the assessment strategies currently adopted by the faculties in teaching introductory college science courses including physics, mathematics, and chemicals at King Mongkut’s University of Technology Thonburi (KMUTT). Analysis of qualitative data from in-depth interview indicates factors that promote the typical use of exams which aim to measure cognitive achievement. The findings suggest that the assessment methods tend to align with the mainstream of teacher-centered approach. Performance assessment is used among few instructors who put effort to foster student learning through small group discussion and project based group work. The instructors’ conceptions of assessment and evaluation also reflect their concerns over the constraints of department, faculty and course level. These factors imply teaching environments that challenge the instructors to adopt a variety of assessment techniques, which response to the diversity of students and authentically encourage meaningful learning. Change initiatives of constructive assessment methods in the context of large class and those constraints would be discussed further.