Today, one of the processes in which the most problems are observed in our country is the assessment process in education. It is for this reason that our research is dedicated to the quantitative and qualitative assessment of the problems faced by chemistry teachers in the school evaluation process. At the initial stage of the research, monitoring was conducted with chemistry teachers of general education institutions determined by random sampling methods in different regions of our republic. A total of 219 teachers participated in the monitoring. For the purpose of monitoring, questionnaires prepared in three directions (diagnostic, formative, and summative) were conducted with teachers, and interviews were also conducted with those teachers. The analysis of the monitoring results shows that there are some gaps in the in-school assessment process applied in our country: the in-school assessment of students’ knowledge and skills in chemistry is not carried out in accordance with the documents, teachers do not use modern methods and tools suitable for the purpose of training, but rather traditional assessment methods they prefer. They cited the lack of textbooks, material and technical base, time, and lack of students’ interest in the subject as problems.