Over the past approximately 40 years, however, there has also been increasing interest in the role it can play in supporting learning, often called “formative assessment” or “assessment for learning”. This chapter presents a brief overview of how the concept of formative assessment has developed in recent years; in particular, how the central idea has expanded from an original focus on feedback to a wider perspective on classroom practice. It presents evidence on the impact of formative assessment on learning and discusses definitional issues.