This article describes the results of a study which analyzed descriptive opinions on learning assessment, investigating the implications, resistances and advances which are expressed in the assessment practices of teachers, in the context of the program Escola Sem Fronteiras (School Without Frontiers). The study was carried out using a qualitative approach, with data collection by means of interviews, observation, seminars, documentary analysis and use of content analysis. This study was not intended to be an exhaustive analysis of the content of the descriptive opinions, regarding their meaning and feasibility for redimensioning teaching practice, but signals limitations, advances and suggestions for referrals to the continuing education program, based on the learning assessment and the use of descriptive opinions.