The present research is a descriptive and qualitative study of the current classroom assessment and evaluation practices of seven science teachers at a suburban secondary school. Descriptions of teachers' assessments were based on self-reported data gathered through standardized open-ended interviews. These descriptions were further analyzed and compared to new assessment approaches advanced by recent policy initiatives put forth by the Ministry of Education. Included in the analysis was an inquiry into the reasoning behind why certain polices were implemented and ignored.While teachers incorporated new strategies into their assessment, practices exhibited numerous traditional qualities. Many teachers emphasized the evaluative aspect of assessment and were unable to divorce the affective with the cognitive component of evaluation. Teachers controlled assessment and focused little on student self-evaluation. Inconsistency between practice and new mandates may have been attributed to teachers' views and beliefs, assessment knowledge, external tensions, collegial pressure and the assessment policy itself.