This article presents an analysis of the evolution of the role of formative evaluation of learning through Quebec ministerial documents produced between 1981 and 2002. A content analysis of this corpus led the authors to identify indicators of continuity, of rupture, of novelty, and of the prospective of this evolution. Among the findings, they underline how the move from formative evaluation’s objectives being associated with verifying the degree of attainment of learning objectives to one whose aim is linked rather to supporting learning and further, they question what the implications of this evolution could be for current teaching practices.