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This paper reports on a survey of the classroom assessment practices of Jambi city primary school teachers in mathematics education. We investigated, using questionnaire, how teachers- assessment methods, purpose, and beliefs about the usefulness of assessment are related. In total 100 teachers at 80 from 3 primary schools responded to the questionnaire. Observation-based assessment methods of questioning, observing, and correcting written work, were the most frequently – that is weekly – applied methods, whereas instrument-based methods, particularly using textbook test and student monitoring tests were employed several times a year. Teachers used assessment mainly for formative purpose and they considered the assessment methods they used themselves as most relevant.