The only purpose of assessment and evaluation activities should not be to grade students. On the contrary, it should determine the needs, misconceptions and readiness of students with assessment and evaluation activities and selection and placement processes are also carried out. For this reason, the qualifications of the assessment tools used, must be appropriate and sufficient. Although large scale tests give more importance to these qualities, these qualities may sometimes be ignored in teacher-made tests. Based on this point, within the scope of this study, the assessment tools prepared by mathematics teachers and preservice elementary mathematics teachers studying with them were examined in terms of some features. The study was carried out with five mathematics teachers working in five different public elementary schools in a medium-sized city in the Central Anatolia region and five preservice elementary mathematics teachers studying with these teachers. In this context, teachers and preservice teachers were asked to prepare an achievement test and to grade student answers for the mathematics classes they conduct together. In the method of the study carried out, the survey model was used, and qualitative and quantitative data were collected as it was investigated whether there was a difference and relationship between the scores of the students, in addition to the characteristics of the test items prepared. The findings are presented separately for each research question.