This article presents results from a research on the functions and processes embedded in preschool and primary preservice teachers’ social representations of learning assessment. Results, obtained from a hierarchized evocation method conducted with 42 preservice teachers, indicate that assessment to support learning is part of preservice teachers’ central core of social representations. However, in order to adapt to classroom reality, this type of assessment is mainly done within a summative process and for certification purposes. The conclusion of the article offers a reflection about the theoretical value of assessment as a mean to support learning and the need to adapt this process to the reality of the classroom.