In this study, I investigate the family-school relationship in the context of learning assessment – an implicit or explicit source of tension in the school domain – by means of the construction of understandings about experiences lived by teachers in their pedagogical practices, and rebuilt collaboratively in on-going interaction in three pedagogical meetings. The research context is the pedagogical meetings of Elementary and High School teachers of English as a foreign language at a private elite school in the state of Rio de Janeiro. In light of a crtical Applied Linguistics, this qualitative research seeks to promote dialogue between the field of language studies and education, by addressing the relationship between language and society. In the investigation, I also consider the concepts and beliefs about the teaching-learning process and learning assessment that emerge in on-going interaction. For the analysis, I resort to positioning theory in interface with theoretical constructs from narrative studies. Subsidized by pressupositions about co-narration, I employ elements of Labovian narrative and concepts about conversational narrative. Sequentiality and interaction are analyzed in the context shared collectively by teachers, with the embedding of narratives related to their pedagogical practice, involving students and students parents, participants not present in the meetings, brought to interaction by narrativization of the teachers experiences in the school setting. Results reveal that teachers resort to narrativization of experiences from their pedagogical practice in order to express perceptions which are resignified in light of new understandings constructed in interaction. The construction of understandings takes place on two discourse levels: the interactional co-narration and the embedded narratives, and indicates that these teachers pedagogical practice is based on the experiences shared in interaction in pedagogical meetings. The positioning of co-narrators and characters in narrative and the construction of understandings suggest the need of reconfigurations in the family-school relationship regarding teachers, students and parents awareness and fulfillment of responsibilities about the learning assessment so as to avoid transfering responsibilities and blamimg teachers for the unsatisfactory results of students performances. The results foster a discussion about family-school relationship in the context of learning assessment by fousing on five aspects of the learning assessment process: i) the process and its different stages; ii) the assessment result; iii) the teacher’s role in the development of the process; iv) the student s responsibility and autonomy in the construction of the process and in the assessment result; v) the family function in the aforementioned context.