Resumen

Classroom-based assessment has been a matter of concern and discussion in academia, especially in recent years. Many studies have been conducted, particularly about theimplementation of formative assessment. Although it has been heralded as an important practice, there is still little research about this subject related to Mathematics Education, particularly in Brazil. Aiming to seek information about the types of approach that secondaryschool Mathematics teachers in Brazil have been taking in their classrooms, survey research was conducted via an on-line questionnaire. The teachers were asked, among other aspects, about the frequency with which they apply and the importance they give to specific assessment methods or procedures. In this article, I present how Mathematics teachers are using the information gathered through assessment and how their conceptions are influencing their practices. Some recommendations and suggestions for further research are also presented.