This study is framed within a social cognitive theory to explore how identified assessment frameworks such as the application of prior knowledge, collaborative learning, and modelling and eliciting feedback can promote cognitive learning among students. The participants included a researcher, a research assistant, who was involved in the data collection, and 20 trainee science teachers in initial teacher education (ITE) in England, who were training as secondary school teachers. Data was collected through lesson observations and interviews, with a further layer of data verification between the research assistant and the interviewees to promote triangulation. The interview questions sought to establish how trainee teachers were promoting cognitive learning by implementing assessment pedagogies to encourage positive behaviour towards learning. The interview data were analysed using a deductive thematic analysis, as the data sources were coded based on identified assessment frameworks. The outcome suggests that the assessment frameworks enhanced cognitive learning experiences among students
