This Interactional Ethnography of student-teacher dialogic feedback in an initial teacher education programme aims to unpack the nature of Assessment for Learning (AfL) interactions in rehearsals in a one-year initial teacher education programme in Hong Kong. The study is situated in the context of a programme-level culmination task enacted as a public, performance-based assessment in which small groups of pre-service teachers devise and perform interactive poster presentations to peers, teachers and community stakeholders. Specifically, the study focuses on the talk and actions of pre-service teachers (n=6) and their expert instructors (n=5) across 12 video recordings (in-class rehearsals and final presentations) and 6 audio recorded video-stimulated recall interviews with the pre-service teachers (post-assessment). Analysis-in-progress builds on Pellegrino’s (2018) concept of ‘evidentiary reasoning’ to trace situated expert and peer feedback and student self-reflections within and across the in-class rehearsals and the final capstone performances. Findings are illuminating the consequential impact of these dialogues on pre-service teacher learning.