This study investigates students' perceptions of classroom assessment tasks as a function of gender, subject area, and grade level. Data from 2753 students on Dorman and Knightley's (2006) Perceptions of Assessment Tasks Inventory (PATI) were analyzed in a MANOVA design. Results showed that students tended to hold positive perceptions of their classroom assessment tasks in terms of congruence with planned learning, authenticity, student consultation, transparency, and diversity. There were statistically significant 3-way interaction effects for gender, subject area, and grade level on congruence with planned learning and transparency. Also, there were statistically significant 2-way interaction effects for gender and grade level on authenticity and student consultation. Further, there were statistically significant 2-way interaction effects for gender and subject area on student consultation and diversity. The implications of the results for classroom assessment as well as recommendations for future research were discussed.