Based on a questionnaire submitted at the very beginning of initial training, the study aims to identify how future secondary school teachers perceive the links between assessment and learning. The study also looks at different functions of assessment, at different kinds of formative assessment that future teachers encounter during their schooling and at the way they can image different evaluation procedures. When the results coming from Likert-type questionnaires show that participants sustain an enlarged vision of formative assessment, open questions show indeed a narrower view of assessment in which regulation is poorly represented and where students are few involved. Their experiences as students seem limited and they encounter difficulties to imagine how to fully integrate assessment in learning situations.