Teaching methods and the utilization of the evaluation methodologies are an important aspect of the educational process that requires teachers to have the competence to implement fundamental elements which are the quality preparation, knowledge assessment, and the application of the evaluation process. Formative evaluation through evaluation for learning and evaluation as learning enables continuous monitoring of student progress and its achievement of goals and learning outcomes. The goals of the research are to determine the characteristics of the formative approach to evaluation within the curricular learning circle and to present the opinions, attitudes and experiences of primary school teachers on the application of formative evaluation in their teaching practice. In total, 25 focus groups with their respective teachers from different primary schools were surveyed for their opinions regarding the challenges in the process of adapting to the formative approach to evaluation, assessing their own competence in planning and implementing assessment methods for learning and evaluation as learning in teaching, the frequency of notes on formative monitoring, the use of digital tools for the formative evaluation of students as well as teachers' attitudes about the advantages and disadvantages of formative evaluation. The results of the research indicate that teachers recognize the importance of applying a formative approach to evaluation in teaching, highlighting the benefits of quality feedback that allows continuous monitoring of students and offers the development of important skills, such as self-criticism and critical thinking and active involvement of students in evaluation and learning. Formative evaluation is applied often and regularly, and the sections and list of assessments are singled out as the methods they use most often.