Abstract
This study was carried out to determine the influence of assessment conception on formative assessment practices. The study used a quantitative approach and involved 450 respondents from some universities in Malaysia. Data was collected using multistage sampling technique. The questionnaire used in this study has been adapted from previous studies. The data has been analyzed descriptively statistically using the Statistical Package for the Social Sciences (SPSS) version 26 software while the structural process and the suitability test of the structured equation model were carried out using the IBM SPSS AMOS version 24 software. The result of the study shows that the assessment conception of respondents influences their formative assessment practices with a contribution of 35% of the amount of variation explained by the assessment conception. The results of the study could be used as a guidance in optimizing formative assessment implementation by upgrading the conception of assessment of lecturers.
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