Problem-based Learning (PBL) has long been touted as an effective pedagogical approach in higher education to promote students' authentic learning. As a learner-centered pedagogy, PBL is characterized by students working collaboratively in small groups to solve messy, ill-structured problems that mirror real-world problems encountered by expert professionals in the field. Students are also expected to engage in self-directed learning. PBL instructors play a pivotal role as facilitators of learning. Authentic assessment is deemed to be a viable method in PBL-oriented courses because of its focus on realistic tasks that require students to solve worthwhile problems. This enables students to demonstrate what they know and can do like the professionals in the field. However, little is known about how instructors in higher education institutions perceive the importance of and their satisfaction in using authentic assessment in PBL-oriented courses. Specifically, how do they use authentic assessment tasks to promote assessment for learning and assessment as learning in PBL lessons? Both types of assessments can increase students' interests in learning and persistence on tasks, and help them develop professional competences, such as critical thinking, complex problem solving, creativity and innovation, effective communication, and collaboration. In this paper, we report on a self-study of instructors' perspectives of using authentic assessment tasks to develop student teachers' assessment literacy in a PBL-oriented assessment course.