This study mainly discusses the realization of the illocutionary speech act in the teaching and learning activities of the Planning Assessment for Learning Course in higher education. The study aims to explain: (1) the investigation of lecturers’ illocutionary speech acts in delivering the Planning Assessment for Learning course; (2) students' responses to lecturers' illocutionary speech acts in the learning process; and (3) students' expectations of lecturers' illocutionary speech acts to better understand the course. This research is a qualitative descriptive study, and the primary data source was field notes data from students' experiences. Field note data includes descriptive and reflective notes that were obtained through interviews. The study's findings indicate considerable confusion and misunderstanding in the Planning Assessment for Learning course due to lecturers' use of various illocutionary speech acts. Students are required to inquire numerous times regarding the assignment. Instructions are given in multiple ways, and students frequently struggle to comprehend them. It is recommended that lecturers take the course seriously by paying close attention to the illocutionary speech acts they use when instructing students. This recommendation is expected to benefit their comprehension, motivation, and relationship with them.