A sample of 143 midwestern elementary and secondary school teachers from a variety of practice settings responded to a survey and provided comments regarding their assessment and practices. The study collected background (demographic) information on the teachers and information on some assessment-related practices, including: (1) the frequency with which teachers assign routine class assignments; (2) the types of marks used to report student performance; (3) the frequency and grading of major assignments and tests; (4) the source of classroom tests; (5) the kinds of marks used; (6) the methods used to combine marks; (7) the meaning of grades; (8) teachers' knowledge and perceptions regarding district grading policies; and (9) teachers' awareness of the grading policies of their peers. It was found that assessment practices vary widely and unpredictably. Few relationships were observed between teachers' assessment and grading practices and personal or background characteristics such as practice level, years of experience, gender, or familiarity with district policies. Teachers generally claimed to use a variety of factors in assigning grades, and a majority of teachers surveyed indicated that they were unaware of both their districts' policies and their colleagues' practices. Conclusions, recommendations, and implications of these findings are discussed. (Contains 33 references and 4 tables.) (Author)