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This study aims to describe the role of Assessment as Learning for pre-service mathematics teachers in designing mathematical test instruments. Assessment as Learning is useful as a quality control tool for the designed mathematics test instrument. This is qualitative research with a phenomenological approach, involving four pre-service mathematics teachers. Data were obtained through the design of mathematical test instruments and in-depth interviews with the participants. The test instruments designed was then adjusted to the results of the interview. The research results reveal that Assessment as Learning is important in supporting students to monitor the results of their work; environmental aspects are the most difficult aspects to be integrated into mathematical problems; students have more difficulty in completing Peer-Assessment than Self-Assessment; the problems raised in the economic aspects are only around prices, and Self-Assessment and Peer-Assessment are very helpful in detecting errors and deficiencies in the questions designed. It is concluded that Assessment as Learning helps and supports pre-service mathematics teachers in designing mathematics test instruments to create good quality mathematics test instruments. This research contributes to pre-service mathematics teachers conducting the Assessment as Learning to minimize errors in the mathematical test instruments.

The Role of Assessment as Learning to Support Pre-service Mathematics Teachers in Designing Mathematics Test Instruments Based on ESD