Abstract The purpose of this study was to examine the impact of teacher’ expectation on the quality of their assessment from pupils. An experimental method of post-test with control group was applied including expectation maker situations, teacher’s and pupil’s sex. A total of 120 teachers were asked to assess 80 exams sheets of pupils in the proposed experimental situations. Study findings revealed that teachers’ perceptions only partially mediated the effects of expectations to pupils learning achievement in grade-seventh, but regarding cross-relations of teachers’ sex and pupils’ sex there were no significant relationship in the teachers’ assessment quality of those manipulated situations of expectations such as positive and negative expectations and without expectation’s effect.
