This book is going to examine the effects of educational reform on the role of teachers in the assessment process in Turkey because there is not any study done in this kind of educational environment. This research aims to show that teachers who were educated in different educational settings could have different perspectives about assessment and learning. In addition this research aims to illustrate differences in experience and branch and beliefs about intelligence could influence teacher's assessment for learning. This book will focus on beliefs and perceptions of teachers in a country like Turkey and will try to find answers to the following research questions: 1) To what extend do teachers' beliefs about learning achievement influence their assessment for learning? Could these beliefs create a barrier to assessment for learning? 2) Is there a meaningful difference between more experienced teachers and newer teachers about assessment for learning? 3) Is there a significant difference among different branch teachers?