The purpose of this study is to describe the assessment environment in constructivist-oriented science, technology, and society (STS) classrooms. Data were gathered from in-depth interviews and subjected to a constant comparative analysis associated with a grounded theory model. Three themes emerged from the analysis: (1) a description of the assessment environment; (2) the variety of assessments used by teachers; and (3) the use of higher order thinking skills in assessments. Implications for pre-service teaching include the development of inclusion of constructivist assessment practices in science courses, the observation of classrooms where constructivist assessment practices are currently in use, and further exploration of various types of assessments. The research design uses the goals and tenets of the Iowa Scope, Sequence, and Coordination (SS&C) project and draws on the ideas of active learning, prior knowledge, and learner responsibility. Contains 58 references. (Author/DDR)