Teachers assess the efficacy of their instructional decisions through the dynamic, complex practice of assessment, but the variety of assessment processes underlines the many facets of teachers' assessment competencies. The development of practical professional learning opportunities that consider the variety of assessment approaches used in K-12 classrooms is limited by the absence of a comprehensive understanding of teachers' assessment literacy (AL). This study investigated how elementary and secondary teachers prioritize their assessment practices within the context of their classroom in one Virginia school division. This study used a quantitative research method to study elementary and secondary teachers' primary use of assessment concerning teaching, learning, and assessment scenarios and their response to differentiating student needs in the context of a school division. Using scenario-based items of the Approaches to Classroom Assessment Inventory (ACAI) developed by DeLuca et al. (2016), I collected information about teachers' approaches to the purpose of classroom assessment and fair assessment practices. The instrument focused on teachers' responses to common assessment scenarios illustrating the challenges teachers confront concerning student assessment performance, planning for student assessment, differentiated assessment, and summative assessment (Deluca et al., 2016).Results from this study revealed a significant difference in secondary teachers' use of assessment of learning techniques versus elementary teachers' use. However, there were no statistically significant differences in elementary and secondary teachers' use of assessment for learning and assessment as learning approaches. This study also revealed that secondary teachers' use of standard, differentiated, and personalized approaches to fair classroom assessment did not differ significantly from that of elementary teachers. Research on teachers' approaches to classroom assessment can tap into a more localized understanding of assessment practice. A teacher's responsibility as an assessor extends beyond their assessment knowledge and abilities, including their beliefs and experiences that impact their classroom practice (Looney et al., 2018). This study recognizes how professional context influences teachers' use of classroom assessment and instructional decision-making. [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.]