The aim of this study is to determine pre-service teachers’ perspectives on assessment and to investigate the change in their perspectives after the course, Chemistry Teaching Methods-II. The study was carried out with 13 pre-service chemistry teachers. In order to determine their perspectives on assessment, a test consisting of seven open-ended questions was used to collect data. The results revealed the changes in their perspectives on assessment as a result of the Chemistry Teaching Methods-II course. At the beginning of the study, almost all of the participants, in response to the question, “What is the purpose of assessment?” answered that assessment should be summative to detect the level of understanding and performance. However, they realized that ideas that assessment can also be diagnostic and formative at the end of the study. Similarly, the idea that assessment is done only at the end of a topic or lesson, which was determined at the beginning of the study, transformed into the idea that assessment can be done anytime. The participants realize that assessment should involve not only cognitive objectives, but also affective objectives such as interest, attitude or motivation, and that the feedback provided to students should be individual and motivating.
