The Delhi Board of School Education (DBSE) has introduced standards-based assessments for assessing students in schools affiliated with the Board. Standards-based formative assessments help teachers provide actionable feedback to students and adjust classroom strategies, enabling effective pedagogical support based on the learning needs of every student. In this case study, the authors describe teachers’ perspectives on adopting standards-based assessments in their own classrooms and the use of assessment data to inform teaching and learning. The participants in the case study include teachers from DBSE schools in Delhi. The case study found that participants’ attitudes towards standards-based formative assessments are encouraging, suggesting that there is buy-in for the practice among practitioners.