The formative assessment generated the fundamental change of optics on the school evaluation. This type of assessment has a procedural and dynamic character. It is an assessment for learning, as it is based on the regulation or self-regulation of learning. The intended effects aim at the formation of intrinsic motivation, the development of self-esteem based on the education of self-assessment skills, the promotion of interpersonal skills in the context of mutual assessment, the dynamization of learning autonomy and self-education.