Abstract: Educational reforms are emphasizing formative digital assessments, exemplified by the implementation of the Quop (www.quop.de) standardized progress-monitoring tool in Upper Austria. Quop provides primary school teachers with monthly updates on students' progress in mathematics. While research often highlights the benefits of digital assessments in supported settings, little is known about how teachers engage with such tools independently over time. This qualitative study examines how five Austrian primary school teachers developed their use of Quop data over four years with minimal external support for providing formative feedback. Findings revealed that teachers progress from a symbolic to a pragmatic and, occasionally, an unsystematic data use. However, achieving systematic application requires overcoming key challenges: limited data analysis skills, low confidence in mathematical content and pedagogical knowledge, and scepticism toward the utility of digital tools. These shortcomings hinder teachers' ability to handle assessment data and thus design formative instruction tailored to individual learners.

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