This article explored conceptions that teachers hold about classroom assessment and how these
conceptions influence their classroom assessment practices. The qualitative study employed a case study
approach. Semi-structured interviews, observations and document analyses were used. The study utilized
Brown’s (2004) conceptual framework on conceptions of assessment. The findings reveal that teachers’
conceptions of assessment are influenced by the social and education context in which they find themselves
and that their personal experiences of assessment also influence their conceptions of assessment.