Conceptions of Assessment Among Pakistani Teachers of English: Implications for Policy and Professional Development.

In this study, we investigated conceptions of assessment among 735 English language teachers from different educational institutions and levels across Pakistan, with most holding a master's degree. Using a validated inventory (Brown, 2006) administered through a random sampling technique, we explored the alignment between teachers' assessment conceptions, rooted in socio-cognitive contexts, and the prevailing language policies enforced by educational authorities. Derived from the Structural Equating Model, our findings indicated that, despite the significant correlations between perceptions of and (r = .