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This study aims to unveil the conceptions of assessment held by secondary school teachers, which have a significant impact on their classroom assessment practices and students' study habits. The four variables that underpin the conceptions of assessment in this study are improvement, school accountability, student accountability, and irrelevance. The research was conducted in a single district of Selangor, with the participation of 80 secondary school teachers. Descriptive findings reveal that the conception of improvement garnered the highest level of agreement among participants, while school accountability received the lowest level of agreement. Furthermore, a MANOVA analysis was employed to investigate the potential influence of gender and years of teaching experience on participants' perceptions. The analysis demonstrates that neither gender nor years of teaching experience significantly affect participants' conceptions of assessment. This study's outcomes are expected to provide valuable insights to all education stakeholders, particularly those concerned with secondary school assessment practices, regarding teachers' conceptions of assessment.

Purpose – With the evolving demands of the global and Chinese economies, cultivating critical thinking and creativity has become imperative for social and economic development. However, contemporary educational practices have not kept pace with this essential need. This study examines the effects of project-based learning and project-based flipped classrooms on critical thinking and creativity in higher vocational colleges. Moreover, this research delves into the disparity and comparative analysis between the two approaches. Methodology – A between-group quasi-experimental study was designed. Data were collected from 120 respondents from one higher vocational college in Shanxi District using cluster sampling. The Ennis-Weir Critical Thinking test and District creativity test were used to collect data for further analysis. Data were analysed using analysis of covariance (ANCOVA) and paired-sample t-test. Pairedsample t-tests are employed to test the effects of two teaching methods, while ANCOVA is used to compare the discrepancy between the two methods. With the combination of paired sample t-test and ANCOVA, the more effective teaching method can be determined. Findings – The results indicated that project-based learning and flipped classrooms significantly affected critical thinking and creativity. Besides, the project-based flipped classrooms had a larger effect on critical thinking and creativity, proving to be a more effective teaching approach to transform the present curriculum pedagogy. Significance – This study theoretically integrates class activities into higher-order thinking skills and guides teachers and educators to cultivate talents in higher vocational education.