There is growing evidence that good classroom assessment practices have the potential to promote effective learning and teaching. Through classroom assessment learners discover their strengths and weaknesses. Teachers too are informed about what learners are able to do and ought to learn. Contrary to this there is also evidence that most teachers do not or find it difficult to incorporate classroom assessment in their daily lessons. This book, explores in detail how perceptions and knowledge of assessment influence their classroom practices. Four case studies are presented and at the end of the case studies a model which summarizes the role of classroom assessment as derived from the case studies is presented. This book is of benefit to practicing teachers, teacher educators, and teachers in training, curriculum developers and education policy makers. Education managers would also find this book informative and interesting to read