Contemporary didactic knowledge places greater emphasis on formative monitoring and assessment of students' progress to provide students with opportunities to enhance their learning through active engagement in the learning process, and guiding teachers based on the collected information to facilitate successful learning outcomes. When it comes to evaluation, as an essential element of the teaching process, the focus should be on assessment approaches for learning, peer assessment, and self-assessment, as well as various approaches to formative monitoring. The objective of this research was to examine the attitudes, opinions, and experiences of elementary school teachers regarding formative assessment and the implementation of formative assessment in their teaching practices. Through participation in focus groups (involving 20 elementary school teachers), they shared their views and experiences on the following topics: the application and frequency of using formative assessment methods in teaching practice, the significance of planning the assessment process, feedback based on formative assessment, the impact of formative assessment on student motivation, the implementation of self-assessment and peer assessment, and the challenges encountered in implementing formative assessment. Based on the results of the conducted research, it can be concluded that teachers have a positive attitude toward the application of formative assessment in their teaching practices. They attach importance to feedback that guides students towards more successful learning outcomes, raise students' awareness of taking responsibility for their learning, and implement self-assessment and peer assessment using criteria rubrics.