In all phases of teaching creative writing activity, continuous evaluation of student writing is essential, which includes assessing the achieved level of student writing success based on different ways of correcting student writing. Evaluating writing provides feedback to teachers, students, and parents on student progress and success in writing, as well as guidelines for creating further learning and improving the quality of writing. The aim of the research was to investigate teacher's attitudes towards the evaluation of writing, whether there are differences in these attitudes with regard to age, level of education, teaching experience and number of students in the classroom and to investigate teachers' opinions on implementing and improving writing evaluation. The research was conducted by a survey method using an online questionnaire. The research sample consists of 57 primary school teachers from Karlovac and Primorje-Gorski Kotar counties. The results of the research show that teachers believe that it is necessary to conduct a criterion and analytical evaluation of writing, and that the feedback obtained by evaluating writing is useful and stimulating for students and teachers. But teachers also have a mediocre attitude about numerical assessment as an indicator of actual student skills and progress in writing. Differences in teachers' attitudes towards the evaluation of writing with regard to age, level of education and number of students in the classroom were determined, but no differences were found in attitudes towards the evaluation of writing with regard to teaching experience. The most common difficulties of teachers in the evaluation of writing are the numerical evaluation of students' written works, the determination of clear and precise elements and evaluation criteria, and the need to invest a lot of time in evaluation. For personal development in the context of writing evaluation, teachers mostly suggest various forms of education, while to improve writing evaluation at the national level, they suggest the development of unique elements and evaluation criteria and the abolition of numerical assessment of writing. The need for teacher training in order to implement a quality criterion evaluation of writing is pointed out, as well as the possibility of improving the evaluation of writing at the national level.