Parents' underlying beliefs concerning pedagogical issues may be an indispensable key to understanding the diverse activities that parents engage in with their children. Assessment, as a multifunctional educational mechanism, has long engaged the minds of not only teachers and students but also their parents. Thus, this study sought to delve into parents' conceptions of their children's assessment with respect to external variables including gender, major, and degree. In doing so, Parents' Conceptions of Assessment (PCoA) was administered to a subset of 180 parents. The construct validity of the inventory was substantiated via Structural Equation Modeling (SEM). Analyzing the data, it was found that "Improvement" was the parents' dominant view toward assessment. Moreover, running MANOVA, parents' educational degree played a significant role in the assessment-related conceptions of "Relevance" and "Affect." The results are discussed and implications are provided in the context of education.