In a perfect world, when a child enters a classroom, he or she will be able to fully understand, engage, and achieve the course objectives set by the teacher, this is unfortunately not the case. case we are faced with. There are times when teachers have a multitude of varied activities and teaching methods at their disposal, but there will always be a handful of students who have not achieved the objectives for that day. It is at times like this that assessment is essential to establish a sense of student achievement, evaluate teacher planning, and provide a starting point for improving the student's learning experience. 'pupil. Summative and formative assessments are of course the most used forms of assessment (among others). in class. Assessment for learning or formative assessment seems to be the form most used successfully in the classroom. In his book How to Become a Brilliant English Teacher, author Trevor Wright briefly addresses the subject, stating that "we mark to celebrate the talents and achievements of the students we can build on." (Wright 2012: 95). Wright continues: “But more importantly, we grade and assess to improve student learning. » (Wright 2012: 95). This suggests that assessment for learning or formative assessment is the most effective and supportive mode of assessment. Formative assessment provides more opportunities to evaluate students' work and gives them the necessary steps to improve their level of acquisition. The aim of this essay is to show how formative assessment or assessment for learning (AFL) can be an effective means of assessment; drawing on examples of its effectiveness in an English class. I will discuss how, through its assessment method, improvements can be made to student achievement. Students don't take the idea of ​​peer review as just a way to talk to their friends, this practice should be taken seriously. Now that the teacher has a general idea of ​​the different stages of learning, Black and William (2005) suggest that those who are green could team up with those who are yellow in the hope that one can help the other to solve the problem he encounters. facing. In a sense, this frees up teacher time so that red students can “meet with the teacher as a group to address their deepest issues.” (14). the idea of ​​using self-assessment and self-assessment as a form of formative assessment creates a sense of community in the classroom, ensuring that by working together, improvements and progress are made and that levels of success are achieved.