The course Advanced Study of Assessment of Literacy Performance was designed and presented to in-service teachers at the University of the West Indies, Mona, Jamaica, who work in early childhood, primary and secondary schools. This was done with a view to supporting the current Education Transformation Project, which seeks to address key issues affecting the realization of the vision for education. The methods used to deliver the course content were consistent with "learner-centeredness"'. Semi-structured open-ended interview schedules were administered to the participants; the objective was to gather information on participants' experiences of assessment before and after the course was presented. Overall, the findings indicated that before they accessed the assessment course they focused on tests either throughout or at the end of the term; however, at the end of the course their views on assessment and how they would assess their students were transformed in response to the course.