Analyzing classroom assessments is one of the responsibilities of the teacher. It aims improving teacher’s instruction and assessment as well as student learning. The present study investigated factors that might explain variation in teachers’ practices regarding analysis of classroom assessments. The factors considered in the investigation included gender, in-service assessment training, teaching load, teaching experience, knowledge in assessment, attitude towards quantitative aspects of assessment, and self-perceived competence in analyzing assessments. Participants were 246 in-service teachers in Oman. Results of a stepwise multiple linear regression analysis revealed that self-perceived competence was the only significant factor explaining the variance in teachers’ analysis of assessments. Implications for research and practice are discussed., {"references":["N. E. Gronlund, Assessment of Student Achievement, 8th ed. Boston: Pearson, 2006.","American Federation of Teachers, National Council on Measurement in Education, and National Education Association, \"Standards for Teacher Competence in Educational Assessment of Students,\" Educational Measurement: Issues and Practice, vol. 9, pp. 30 – 32, 1990.","T. R. Guskey, \"How Classroom Assessments Improve Learning,\" Educational Leadership, vol. 60, pp. 6-11, 2003.","A. R. Gullickson, \"The Practice of Testing in Elementary and Secondary Schools,\" Vermillion, SD: University of South Dakota, ERIC Document Reproduction Service No. ED229391, Nov. 1982.","C. A. Mertler, \"Classroom Assessment Practices of Ohio Teachers,\" Paper presented at the meeting of the Mid-Western Educational Research Association, Chicago, Oct. 1998.","C. A. Mertler, \"Teachers' (Mis)conceptions of Classroom Test Validity and Reliability,\" Paper presented at the meeting of the Mid-Western Educational Research Association, Chicago. Oct. 1999.","H. Alkharusi, S. Aldhafri, H. Alnabhani, and M. Alkalbani, \"Educational Assessment Attitudes, Competence, Knowledge, and Practices: An Exploratory Study of Muscat Teachers in the Sultanate of Oman,\" Journal of Education and Learning, vol. 1, pp. 217-232, 2012.","H. Alkharusi, \"A Logistic Regression Model Predicting Assessment Literacy among In-Service Teachers,\" Journal of Theory and Practice in Education, vol. 7, pp. 280-291, 2011.","H. Alkharusi, A. M. Kazem, and A. Al-Musawai, \"Knowledge, Skills, and Attitudes of Preservice and Inservice Teachers in Educational Measurement,\" Asia-Pacific Journal of Teacher Education, vol. 39, pp. 113-123, 2011.\n[10]\tC. A. Mertler, \"Teachers' Assessment Knowledge and Their Perceptions of the Impact of Classroom Assessment Professional Development,\" Improving Schools, vol.12, pp. 101 – 113, 2009.\n[11]\tN. C. Bryant, and L. L. B. Barnes, \"Development and Validation of the Attitude toward Educational Measurement Inventory,\" Educational and Psychological Measurement, vol.57, pp. 870 – 875, 1997.\n[12]\t H. Alkharusi, \"Correlates of Teacher Education Students' Academic Performance in an Educational Measurement Course,\" The International Journal of Learning, vol.16, pp.1-15, 2009.\n[13]\tH. Alkharusi, \"An analysis of the Internal and External Structure of the Teacher Assessment Literacy Questionnaire,\" The International Journal of Learning, vol.18, pp. 515-528, 2011.\n[14]\tB. S. Plake, and J. C. Impara, . Teacher Competencies Questionnaire Description. Lincoln, NE: University of Nebraska, 1992.\n[15]\tH. Alkharusi, \"A Multilevel Linear Model of Teachers' Assessment Practices and Students' Perceptions of the Classroom Assessment Environment,\" Procedia Social and Behavioral Sciences, vol.5, pp. 5-11, 2010.\n[16]\tA. Bandura, Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice-Hall, 1986.\n[17]\tW. J. Popham, \"Needed: A Dose of Assessment Literacy,\" Educational Leadership, vol. 63, pp. 84 – 85, 2006.\n[18]\tE. W. Wolfe, S. G.Viger, D. W. Jarvinen, and J. Linksman, \"Validation of Scores from a Measure of Teachers' Efficacy toward Standards-Aligned Classroom Assessment,\" Educational and Psychological Measurement, vol. 67, pp. 460 – 474, 2007."]}