The teachers´ conceptions of mathematical assessment of Third Stage of Basic Education are characterized, analyzed and contrasted with the legal established in current norms. It is considered that the mathematics teacher is a factor very important to take to the practice an assessment that fortifies the learning of the students. In that way, the study of the teachers´ conceptions is very important in front of the mathematical assessment. The qualitative research was made within case study methodology. The applied techniques were the group of discussion and the interview in depth. In the research seven mathematics teachers participated, who teach in two educative centers of the Apure State, Venezuela. The information processing was made in manual form and threw like result that the teachers have different conceptions about the mathematical assessment, tie-in with the following dimensions: assessment of objectives, assessment of contents, assessment educational-student, process-product assessment, assessment for the decision making. Also were several incompatible cases with the effective norm in basic education, which could indicate the need of training in the mathematical assessment.

Mathematical assessment, basic education, assessment’s conception.