This applied dissertation examined the use of technological tools in formative assessment activities. These phenomena have left teachers searching for timely methods to perform formative assessment or assessment for learning activities. The problem addressed by this study was that standardized testing, large class size, and increasing distance learning at all educational levels, achieving formative assessment tasks necessary for successful learning can be a challenge. The sample from which data was gathered was 189 studies and academic articles. The target of the assessment process became apparent in many of the sections studied, which led to information about the impact of the targeted formative assessment activity on the ongoing learning process. The data were examined to discover if the assessment target information led to new teaching and learning activities, changes in ongoing learning activities, or if the integration of the assessment target was a planned part of the lesson to begin with. These findings illustrated a need for continuing education for instructors, at all levels of education, in the use of the various tools and methods of achieving formative assessment tasks using technology. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]