In order to better understand the assessment process, analyze the certificate awarding system in non-formal and basic education, and review the diagnostic, summative, and formative assessment strategies used by teachers, the study "Assessment Practices for the Students of Non-Formal and Basic Education in Punjab, Pakistan" was conducted. Fifteen teachers and five administrators from Punjab's non-formal and basic education departments participated in interviews for this phenomenological study. Through the use of purposive sampling, content analysis exposed conventional techniques for formative and diagnostic assessments. With an emphasis on students' lower cognitive abilities, a deficiency in pre-service and in-service teacher assessment training was found. The study discovered lost chances to hone higher-order thinking and skill sets. With an emphasis on the necessity of efficient assessment instruments, the single national curriculum seeks to promote these abilities. Prior to fifth grade, the distribution of result cards is emphasized as a tool for student motivation.