Abstract: The study is an attempt to introduce assessment ideas, such as problem posing, in an elementary teacher-training programme in Taiwan. Here, problem posing is restricted to mean the posing of problem for a mathematics test. During teaching practice, student teacher self-assessed their own test and provided written account on their reflecting, were aware of strengths and weaknesses of problems they initially posed. In general, student teachers to re-construct initially posed problem according to mathematical complexity. In particular, they revised instructions and formats of those problem. There were also instances when they chose to alter scoring while keeping posed problems intact.