Abstract
This article investigates the potentialities and limitations of continuing education based on the formative needs of Mathematics teachers in Elementary Education regarding learning assessment. Using a qualitative approach and an applied research perspective, the study involved nine teachers from four confessional schools in eastern Minas Gerais, Brazil. Data were produced through initial and final discussion groups and four formative meetings, and analyzed using content analysis (Bardin, 2016). Results indicated advances in assessment practices, including the use of rubrics and transparent criteria, reformulation of questions to foster mathematical reasoning and argumentation, expanded formative feedback, and greater attention to equity and adaptations. Challenges remain regarding theory-practice articulation, assessment criteria, and classificatory school culture. Collaborative and dialogical training supports professional development.