Abstract
This paper refers to a part of the research activities of European Comenius Project FAMT&L; this project aims is to promote the correct use of formative assessment by mathematics teachers of students aged from 11 to 16. In order to reach this goal, we are working to design a teacher training program grounded in the identification of schools needs. In fact, to investigate the beliefs and the practices of classroom about formative assessment, we administered two questionnaires, one for teachers and one for students. This project is leaded by the University of Bologna and it involve other partner, among which SUPSI-DFA University of Ticino. This paper focuses in particular on the presentation, discussion and comparison comparison of some resultsresults of quantitative investigations obtained in Italy and in Ticino.