Previous research on classroom assessment has revealed a notable absence of students' voices in the existing literature. Despite recent studies highlighting the emergence of students' conceptions of assessment, there has been inadequate research conducted on the Fiji Islands. To address this gap, this study aimed to explore Fijian secondary science students' conceptions on the current assessment methods. Grounded in sociocultural theory, which emphasizes teacher-student interaction and justifies assessment as quantifiable, this interpretive case study enrolled 60 secondary science students on a voluntary basis. Semi-structured interviews were used to collect data, and results were analyzed through content analysis. The findings of this study indicate that science students possess multiple conceptions of current assessment methods and prefer formative assessment to summative assessment. This study holds practical implications for both students and teachers, as it provides recommendations on how assessments should be planned and conducted in classrooms and how students learn most effectively. Furthermore, this study recommends the need for additional research to effectively implement alternative forms of formative assessment, to enhance student achievement.