This study was conducted to assess teachers' perceptions of classroom assessment as the function of gender and teaching experiences. To this end, the researchers employed a cross-sectional survey design collecting a survey data from 197 teachers selected from seven high schools using Zhang and Burry-Stock's (2003) modified assessment practice inventory questionnaire and an observation checklist developed by the researchers. The findings of the study revealed that there was a statistically significant gender difference only in communicating assessment results; t ([subscript 173]) = -6.557, p < 0.05. Also, there were statistically significant differences across service years in terms of constructing test items, F (2, 172) = 2907.04, p < 0.05; analyzing test results and test revisions, F (2, 172) = 121.401, p < 0.05; and communicating assessment results, F (2, 172) = 98.840, p < 0.05. Both in the self-perceived assessment and classroom observation results, female teachers' were found better than male teachers in communicating assessment results. Finally, conclusions and recommendations were forwarded based on the results of this study.