The aim of this research is to determine teachers' time of classroom assessment, their frequency, the degree of importance they give to exams, and the training needs for classroom assessment. The research was conducted with a descriptive research model. A total of 288 teachers, 96 from each school level, participated in the research in the study group of Nevşehir province, working in primary, secondary and high public schools. In this research, questionnaire form developed by researchers was used as data collection tool. The frequency and percentage were used in the analysis of the data obtained from the research. As a result of the research, it was seen that the teachers mostly assess after the teaching and at the end of the unit, that the majority of the teachers allocate less than one-fifth of the class hour for assessment, that they often inform students about the assessment times and the criteria, that they often prepare the questions in accordance with learning outcomes, and that most of them ask fewer than 20 questions during one class hour. Most of the teachers found the exams to be very important, and indicated that they did not have training needs for classroom assessment. The comments and suggestions that can contribute to the literature within the scope of findings are also given.