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This pilot study reports on 10 university supervisors’ lived experiences about practices used for assessing classroom performance of pre-service English Language (EL) teachers. In Oman, those university supervisors, who came from different nationalities, play a major role in assessing the pre-service teachers when the latter are practicing teaching during their final year of teacher education program. This qualitative driven by interpretive phenomenological study reveals these practices as understood in one institution, called Rustaq-College of Applied Sciences (CAS) in Oman. The study conducts individual semi-structured interviews with those university supervisors. Their understandings of the practices are presented and discussed in relation to pertinent literature about international best assessment practices. The findings have important implications for my PhD study and for further reconsideration about the current assessment practices of the university supervisors in Oman and in any ELT context.

The Assessment Practices of Pre-service English Language Teachers‟ Performance from the University Supervisors‟ Experiences