In Saskatchewan, school divisions have been largely tasked with creating classroom-based assessment policy as, until very recently, the province lacked a current, Ministry-produced guiding document. Using an inductive and qualitative approach to summative content analysis, informed by a policy analysis framework, this project focused on school division administrative policies (n=24) to ascertain their alignment with contemporary assessment principles. Three principles--standards-based assessment, reliability and validity, and fairness and equity--and six sub-principles--ongoing/continuous, transparent/(involves) stakeholders, (excludes) extraneous/arbitrary factors, triangulation, differentiation, and inclusion--served as the focus of analysis, with particular attention given to how clearly and consistently principles were addressed.