This study examined teacher candidate classroom assessment practices from the perspective of supervising teachers. Using questionnaires, supervising teachers evaluated the student interns' use of various assessment techniques and interns' methods for determining whether they had achieved a direct impact on their students' learning. Participants were 106 prekindergarten through grade 12 teachers who served as supervising teachers for full-time interns (student teachers) from a college of education during the 2000-2001 academic year. The number of experiences each participant had with student teachers ranged from 1 to 9. Findings show that, on the whole, the supervising teachers believed that their interns had good assessment skills and used a variety of evaluation techniques. Informal methods such as oral questioning and guided practice seemed to be the most frequent assessment methods used in the attempt to demonstrate an effect on student learning. However, data on the predominance of informal methods suggest that these may not be sufficient to prepare teachers to assess student learning effectively. Additional and more sophisticated training may be required. (Contains 3 tables and 10 references.) (SLD)