In the process of reviewing a course in classroom assessment offered as part of a programme leading to a Diploma in Teaching, the need to reconcile a constructivist-behaviourist tension that was embedded in the course became evident. The tension resulted from the course designers’ effort to replace a course in classroom testing and measurement that was more behaviouristic with one that emphasized a constructivist approach to assessment. The objective was to provide training in assessment that was more in keeping with the educational reform being pursued by the national Ministry of Education in Jamaica that required a more constructivist approach to teaching.