At the end of the first year of the initial primary teacher training of the Canton of Vaud in Switzerland, students are certified with tests of different natures. This exploratory research is based on two specific certifications. A first module, called Mathematical Knowledge and Teaching, is based on a multiple choice questionnaire (MCQ) and requires students to answer questions, but also to point out their answers’ level of confidence. This self-estimation is taken into the result to the test. The second module, labelled Teaching and Learning, is based on open-ended questions, testing pupils’ task analysis capacities. The article presents results of an exploratory research aiming at understanding the relation between four students’ previous assessment experiences and their positions on initial training. The purpose is also to identify possible positions or conceptions of training. Four positions questioning the relation to knowledge of the profession are identified.