This small-scale practitioner inquiry explored the perceptions of students in the GCSE Biology classroom about the purposes of mock tests within the classroom, i.e. as judgements of ability or as learning opportunities. The study was conducted in a further education college, using a mixed methods design with 17 learners in two re-sit groups of students taking GCSE Biology. Data collection included pre- and post-mock questionnaires that incorporated Likert scale and open-ended questions as well as a semi-structured focus group with six volunteer participants. Based on thematic analysis of the qualitative data and descriptive statistics of the quantitative responses, three learner profiles were discovered: strategic users (35%), anxious avoiders (41%) and passive receivers (24%). Significant higher gains in confidence were observed for learners who were given process level feedback as compared to task level feedback. Examination failure was strongly associated with threat appraisals and disengagement, and examination failure in the past was highly predictive of emotional responses. The findings result in suggestions for systematic feedback literacy instruction, pre-mock preparation activities (such as familiarisation with the mark schemes), and systematic post-mock reflection activities. Implications for practice are embedded feedback time in lessons and co-constructing success criteria prior to assessments.