Without question, faculty (regardless of discipline) should be equipped with the necessary skills to assess students fairly and ethically. This study focuses on the central and prevailing importance of faculty judgment and how that judgment (or lack thereof) influences perceptions related to ethics and assessment of students. The study outlines the results from a scenario-based survey (adopted by Green, Johnson, Kim & Pope, 2007). The survey was given to in-service teachers across a K12 school district and measures whether or not teachers either strongly agreed or strongly disagreed when requested to judge the ethics of various assessment practices presented. Findings revealed that sharp divisions exist among educators related to assessing whether something is or is not an ethical assessment practice.