Assessment, as a key component of education, has long been a matter of concern to teachers and it receives even more significance when perceived from the view point of ethics. The combination of the two concepts, i.e. ethical assessment, is difficult to define and complicated to measure. But prior to all these comes how teachers perceive it. The present research reports on a study of English teachers’ perception of ethical assessment. Following Green, Johnson, Kim, and Pope (2007), 108 English teachers were asked to state their opinions about ethicality or unethicality of 40 prevalent assessment practices classified into seven themes: test preparation, communication about grading, multiple assessment opportunities, test administration, grading practices, confidentiality, and neutrality. The findings suggest that respondents displayed consensus on only two fifth of the scenarios. To delve into the reasoning behind participants’ choices, 2 participants were interviewed for each scenario and the findings, also, were thematically compared with those reported in literature.