Understanding students' perceptions of the assessment tasks in their secondary English classes is vital to the improvement of teaching and learning. This study took a mixed-methods approach, using a student survey and a teacher questionnaire to conjoin students' perceptions and their teachers' reflections. A modified form of the "Perceptions of Assessment Tasks Inventory" was utilized to quantitatively determine student perceptions of assessment tasks in their English classes. The results were analyzed through the use of both descriptive and nonparametric statistics. Students responded positively about assessment practices related to the dimensions of congruence with planned learning and transparency. The dimensions of authenticity, student consultation, and diversity garnered more negative responses. An open-ended teacher questionnaire was developed using the results of the student survey; it sought teachers' reflections on the student survey results. Along with the categories established by the student survey, five other categories emerged: concern, constraint, control, connection, commitment. The teachers' reflections revealed that they were sensitive to students' perceptions but were also influenced by other factors in their decisions regarding classroom assessments. The two components led the researcher to make several recommendations about further research and about classroom assessment practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]