Classroom assessment provides information that is valuable for decisions relating to instruction, student achievement, and accountability. This study reports the initial validation of the Classroom Assessment Practices Questionnaire (CAPSQ) utilizing data from 364 Filipino teachers across teaching levels. Results of a principal axis factoring (PAF) yielded a stable four-factor model that is consistent with assessment purposes framework: (1) assessment as learning, (2) assessment of learning, (3) assessment to inform, and (4) assessment for learning. Both factor and total scores demonstrated high internal consistency. However, high factor and total scores correlations indicate that the total score is the most accurate index of classroom assessment practices. Generally, professional development enhances
teachers’ classroom assessment practices and that, teaching level
and class size moderate the impact of professional development on classroom assessment practices. Implications of findings are discussed.