The research proposes to discuss the assessment of learning from a formative perspective. This
research was important because it treated assessment as a teaching and learning process from the
perspective of formative assessment mediated by Digital Information and Communication
Technologies. This research is of a qualitative nature, and aims to investigate how to lead teachers to
broaden their perspective on assessment, and to include formative assessment, mediated by TDICs,
in their teaching practice. In this way, relying on theorists Carpim (2020), Silva (2018), Villas Boas
(2016), Luckesi (2014), Gatti (2014) among others, we discuss and reflect on the conceptions,
characteristics, elements of formative assessment, as well as teacher training and assessment
instruments. This research sought to answer the following problem: How to get teachers to reflect,
within the scope of in-service training, on the adoption of formative assessment in teaching practice,
based on experience with the use of TDICs? To achieve the proposed objectives, Yin's (2015) case
study methodology was used. We chose this method as we considered it suitable for investigating the
object of study, as it helped us to understand and interpret the phenomena surrounding formative
assessment. The research participants were teachers, from rural areas, from the Municipal Education
System, from the municipality of Manacapuru/Am. We used the focus group as a data collection
technique to obtain research data. The data collected in the interviews were structured and interpreted
using the Content Analysis Technique, according to Bardin (2016), structured in three phases: 1) pre analysis; 2) exploration of the material and 3) treatment of results. The analysis reveals that teachers,
upon completing their initial training and facing their teaching responsibilities, are unprepared to
assume the role of evaluators, as they lack theoretical foundations that support their evaluation
practices. Instead, they believe in their past experiences as students. The data also highlights the
need for continued training in learning assessment from a formative perspective, as indicated by the
observations made by the interviewed teachers. In view of these results, we developed a proposal for
an educational product, through a training entitled “Coffee with training: reflections on learning
assessment from a formative perspective”, whose objective is to provide teachers with continued
training in learning assessment from a formative perspective, through reflection and discussion about
the evaluation action, as well as concepts, purposes and techniques of formative evaluation. To
validate the proposal, we applied the product with a group of elementary school teachers in the final
years of a municipal school in the city of Manacapuru/AM, located in a rural area. The teachers
positively evaluated the coffee proposal with training based on its constituent elements, providing
contributions and suggestions for improving the proposal.
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