<![CDATA[This study aims to comprehensively analyze assessment practices, challenges, inhibiting factors, and strategies to improve learning evaluation in elementary schools. This study uses a Systematic Literature Review. Through this method, researchers collect, review, and analyze various written sources relevant to the topic of assessment and evaluation of learning in elementary schools. The primary sources of data for this study come from books, scientific journals, articles, and educational policy documents published between 2012 and 2025, both from national and international publications. Data in this study were collected through online searches, utilizing various databases such as Google Scholar, ResearchGate, ScienceDirect, Semantic Scholar, and the Education Resources Information Center (ERIC), among other sources. The data analysis technique in this study was carried out using thematic analysis. Research findings indicate that assessment practices in elementary schools are currently in a transition phase from a conventional paradigm to an authentic, student-centered approach. Through the proportional implementation of diagnostic, formative, and summative assessments, teachers can obtain a comprehensive picture of students' abilities, needs, and development. However, the effectiveness of assessment implementation in the field still faces various challenges, including teacher competency, limited infrastructure, administrative burdens, and a learning paradigm that is still oriented towards final results. Strategies to improve the effectiveness of assessment and evaluation can be implemented by teachers by understanding the types of assessments and selecting techniques and instruments that are appropriate to student characteristics and learning objectives.]]>
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