The use of formative assessment to measure up student’s learning has been on the rise, simply because formative assessment aims at gaining a better understanding of what students know and learn. One of the objectives of this paper is to theoretically argue that, unlike summative strategies of teaching, formative assessment if and when utilized correctly and appropriately in the classroom, can help students understand the subject-matter taught much better and help teachers adjust their teaching strategies. Examples will be taken from an actual translation classroom and examined to see which of those teaching strategies are more conducive to student learning. The types of formative assessment that will be subjective to examination are questioning, discussions, peer evaluation, students’ presentations, quizzes, awareness of student background, etc. The paper also argues that through classroom discussion, teachers’ observations and students’ feedback, formative assessment has advantages and using formative assessment becomes an effective tool for students learning
