This paper explores the experience of emotion for eight preservice teachers as they learn to assess their students while concurrently being assessed.
This qualitative study utilised semi-structured interviews and assessment-related artefacts.
Findings indicate that emotional engagement influenced preservice teachers’ assessment decision making.
The teachers also experienced emotional reactions as in turn they were assessed.
This paper argues for the need of preservice teachers to be cognisant of the influence of emotion on themselves and their work, to allow them to better rationalise their assessment decision making and reflect on their practice.