The study examines the role that perceptions or impressions of learning environments and assessments play in students' performance on a large-scale standardized test. Hierarchical linear modeling (HLM) was used to test aspects of the Learning Errors and Formative Feedback model to determine how much variation in students' performance was explained by students' and school principals' perceptions of learning environments and assessments. Results from sequential HLM testing indicated that students' but not principals' perceptions explained a significant, although modest, amount of the total variation in students' test performance. These results suggest that when students perceive learning environments to be safe and valuable, and positive assessment activities to be taking place, they tend to perform better on standardized tests than when they perceive learning environments and assessment activities otherwise. These findings provide a rationale for investigating the variables that can help improve students' perceptions in order to enhance their test performance.