<![CDATA[Joyful learning has received increasing attention in mathematics education, yet its application to assessment remains less clearly understood, particularly in primary school classrooms. This study examined how primary school teachers conceptualize and enact joyful mathematics assessment and how assessment evidence is subsequently used to support learning. A qualitative multiple-case design was employed with eight primary school mathematics teachers in Medan and surrounding areas. Data were obtained through semi-structured interviews, classroom observations, and assessment artefacts, and were analysed thematically. The findings revealed three interconnected patterns. First, teachers held varied conceptions of joyful assessment, ranging from students’ enjoyment and willingness to participate to meaningful mathematical activity. Second, these conceptions were enacted through diverse digital and non-digital assessment practices, with differences in the type of participation afforded to students. Third, teachers varied in their use of assessment evidence, from recording scores and providing correct answers to interpreting errors, facilitating discussion, and informing subsequent learning. The study suggests that joyful mathematics assessment should not be equated with entertaining activities alone; its pedagogical value depends on connecting positive participation with meaningful mathematical engagement and responsive use of assessment evidence.]]>
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