Assessment tasks play a fundamental role in shaping student learning. However, insufficient attention has been paid to students’ voice in the process of designing and conducting assessment tasks, especially at the tertiary level in test-driven cultures such as Vietnam. This quantitative study explores students’ perceptions of assessment tasks within the university context in Vietnam. The data were collected using the questionnaire adapted from the Perceptions of Assessment Tasks Inventory (PATI) by Dorman & Knightley (2006). Participants were 213 students from two Vietnamese higher education institutions. The findings shed light on the students’ perceptions of their classroom assessment focusing on five subscales including congruence with planned learning, authenticity, student consultation, transparency, and diversity. Despite perceiving their assessment tasks as being relevant to what they were learning in their classes, the participants revealed that the results appeared not to fairly reflect their performance and effort. More importantly, they reported being rarely consulted or involved in developing the criteria for assessment. These results not only show the gap in classroom assessment in Vietnamese higher education but also raise some implications for teachers in structuring their assessment tasks to support their students’ learning.