This study determined the conceptions of assessment and assessment practices of the selected private junior high school teachers in the province of Laguna. Based on the results of the study, a proposed enhanced faculty development program was provided.
The researcher utilized a quantitative research design employing an adopted survey questionnaire. One hundred eighty-four (184) private junior high school teachers were randomly selected to serve as respondents. Percentage distribution, mean, and weighted mean were used for the descriptive questions of the study specifically on profile of the respondents, conceptions of assessment and assessment practices. Moreover, Man-Whitney U test and the Kruskal-Wallis H. test were used to determine whether profile and conceptions of assessment have significant difference and whether profile and assessment practices have significant difference. 
Results of the study showed that majority of the respondents were female, teaching for 4-6 years, specialized in English, Bachelor’s degree holders, classroom teachers, and were able to attend 1-5 trainings related to assessment. Respondents strongly agreed on the conceptions of assessment in terms of school accountability, student accountability, improvement, standards-based, concept development, formative assessment and summative assessment. Additionally, the purpose of assessment and classroom assessment are highly practiced assessment practices than assessment strategies. 
Furthermore, there was no significant difference between the conceptions of assessment when respondents were grouped according to sex, number of years in teaching, subject specialization and number of trainings related to assessment attended. There was a significant difference on the conceptions of assessment in terms of school accountability, student accountability, improvement, and formative assessment when respondents were grouped according to highest educational attainment. There was a significant difference observed on the respondents’ conceptions of assessment in terms of school accountability and standards-based when they were grouped according to position. 
Finally, the study also revealed that there was a significant difference on the respondents’ assessment practices in terms of classroom assessment when they were grouped according to sex. But, in terms of purpose of assessment and assessment strategies, there was no significant difference found. There was no significant difference found between the respondents’ assessment practices and the number of years in teaching, subject specialization, highest educational attainment and number of trainings about assessment attended. There was significant difference found in terms of purpose of assessment and assessment strategies when the respondents were grouped according to position. But there was no significant difference in terms of classroom assessment when they were grouped based on position.