To describe their knowledge of assessment, specifically prepared scripts from 30 novice teachers were content analysed. Knowledge of the formative-summative mode was evident in all scripts but the connections made between this mode of assessment and the other principles of assessment were not well developed. Knowledge of assessment methods was scant. In discussing the importance of enabling novice teachers to make autonomous professional judgements about pupils' learning, attention is drawn to the authenticity of the tasks with which teachers-in-preparation are expected to engage, and to the importance of supporting their construction of situation models through increased reading about assessment.