Moving from High-Stakes Final Exams towards Multiple Small Tests During the Semester

This paper reports on a revision of the assessment model from the first mathematics course for pre-service teachers (PSTs) aiming for grades 5–10, at a Norwegian university. The weight of the final written exam was reduced and a new, mastery-based testing model, with weekly small tests, was introduced. Results from this study show that the PSTs were positive about the new assessment form, which contributed to a feeling of mastering the subject, although they also expressed some inconveniences, such as the weekly testing could be perceived as stressful. Further, the continuous testing made the PSTs start studying from the start of the semester and not postponing it to the last weeks before the final exam. It is likely that this contributed to the improved result on the national exam at the end of the semester, which was significantly better than the results from the previous years.