The aim of this research was to compare the assessment experiences of teacher-students across five years of their study and with the teacher-educators’ in two teacher education programmes at a university in Norway. Participants’ experiences on several aspects of assessment and feedback practice were collected through parallel questionnaire surveys (AEQ/No 5.2) in spring 2024. Data were analyzed descriptively and interpretively at both item and scale levels. An Independent-Samples Kruskal–Wallis H test revealed an equal distribution of assessment experiences among teacher-students across the five years of their masters’ programme. Descriptive statistics indicated both overlaps and discrepancies between the two groups’ assessment experiences. Teacher-educators were more optimistic about the clarity of their assessment criteria, and students’ ability to prepare for open-book examinations, implement feedback, and apply learning from prior assessment. The Mann-Whitney U test highlighted disagreements particularly in three scales: Engaging with Learning, Internalizing Standards, and Personalization of Feedback. This research provides valuable insights into the alignment and divergence of assessment experiences and informs future coordinators in teacher education programmes on optimizing learning experiences; We conclude with a recommendation for shared communication and dialogic feedback interactions between teacher-educators and teacher-students.

Keywords: Assessment experience, teacher-educator, teacher-student, feedback, higher education, Formative Assessment (FA).