The present study examines the assessment conditions, assessment content and assessment processes of a school-based course within a teacher education program in Sweden. The empirical base consists of supporting documents for assessment, eight student-teaching conferences with teacher educators, mentors and student teachers, and interviews with the teacher educators. The analysis tools used are a theoretical framework of teacher knowledge as well as models for assessment of vocational knowledge. The results show that the assessment is exclusively expressed formative, and only student teachers’ procedural knowledge from a knowledge-in-practice approach is assessed. One assessment model characterizes the assessment processes where the formal learning objectives are not standard for the assessment of the student teachers. This means that teacher educators and mentors not easily can check the students’ vocational actions against learning objectives, but need to base their assessments on their own knowledge and experiences as teachers.

Keywords: School-based teacher education, assessment, student teachers, theory and practice, learning objective, tacit knowledge