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“EXCELLENCE THROUGH KNOWLEDGE” P A G E 103 Classroom Assessment Practices of Teachers in Selected Schools in Jamaica The purpose of this study was to investigate the classroom assessment practices of teachers in primary and high schools across the six Ministry of Education regions. A total of 108 (male = 30; female = 78) teachers in both primary schools and secondary high schools in Jamaica volunteered to participate in the study. A cross-sectional survey research design was used to answer the three research questions. Data were collected through the use of a questionnaire which had 34 close-ended items on test preparation, tips, administration, scoring, feedback, item analysis, and test statistics. The calculated coefficient of reliability for the questionnaire was 0.805. Content validity was achieved by ensuring that the items in the questionnaires were related to the research questions; and by seeking expert feedback on the nature and quality of the items. Data were analyzed by using Independent Samples t-test, at the significance level of 0.05. The results of the independent t-test did not show any difference between (a) assessment practices of male and female teachers (t= -.423, df = 92, p =.673); (b) on types of assessment methods used by less experienced and more experienced teachers (t= .629, df = 90, & p= .571); and (c) teachers who have teaching diploma and degree with regard to test/exam preparation (t= .415, df = 91, p=.679). The findings also showed that less thaneight percent of the teachers agreed that they “Almost Always” used table of specifications for test/exam preparation; multiple choice items and short answer items were mostly used by the teachers surveyed; and the most popular assessment methods used were closed book test (70.4%), and portfolio assessment (44.4%). Based on the findings, recommendations were made on how teachers could improve their assessment practices (1) by using table of specifications for preparing their assessments, (2) by using a variety of assessment methods to meet the learning and assessment needs of their students, and (3) by ensuring that assessments principles were maintained. Cynthia Onyefulu Faculty of Education & Liberal Studies Editor’s Note: This research was presented at the Business, Hospitality and Tourism Management Conference in Hilton Rose Hall Resort and Spa, Montego Bay, Jamaica, October 2012. CynthiaOnyefulu