The examination as an integral part of the teaching-learning process is a practice that needs to be understood from the developmental stages of each student, considering their different educational paradigms. Thus, this thematic has significant importance for Brazilian education and, in the case of the state of Pará, it was considered essential for multigrade rural schools. Since the reality of these schools is marked by the historical precariousness inherent in their operating model, and requires a differentiated look, in order to improve the performance of students and teachers who attend this type of school. In view of this need, it was intended to investigate how occur conceptions and practices of assessment in childhood 1 cycle in two multigrade rural schools of the state of Pará´s education network, called here Schools A and B. It should be noted that a qualitative approach was used, specifically these categories of analysis: subdivided into register units and context units to analyze the collected data. In this circumstance, the two Pará’s schools located on Cotijuba Island and Paqueta Island were visited. On occasion, interviews were conducted with teachers P1-School A and P2-B School, working from 1st to 3rd grade of elementary school, supported by a semi-structured interview script in order to know the profile, the pedagogical practices and the forms of examination conducted with the students . It was also conducted an in-loco observation of the activities of the two teachers responsable for those classes and occasionally photographs of the classrooms’ didactic actions were taken. We found that the teachers: 1. Revealed traditional assessment in their teaching practice; 2. Register unclearly the performance of their students in their evaluative opinions 3. Use, most often, the textbook as a main educational resource in school. although teachers demonstrate difficulties in their assessment records in their pedagogical practices, they: 1. search to enhance the students' prior knowledge and searched to perform a continuous evaluation using different parameters such as ways of knowing the level of individual and collective learning of the students; 2. Use tradicional examination as a tool to resize their teaching practices and 3. Emphasized the difficulties of students during the assessment process. . Was also observed that there are: 1. Lack of textbooks to developing teaching materials; 2. Difficulties in the forms of student assessment in the classroom, due to having little training and 3. Lack of monitoring and mentoring to help improve their daily practices. Given the shortcomings observed in this scenario, it was suggested some mitigation measures, and it was considered essential to reverse this situation to facilitate the continuous education of teachers.
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