A sociocultural perspective for the formative assessment of learning is becoming a popular research trend, one which refers to an interpretive practice that is carried out through interdependency games during classroom interaction. This article will focus on describing the contribution of this perspective by presenting different models of formative assessment and our fieldwork on teachers’ practical knowledge on the subject. As we will see, this recent work broadens the notion of formative assessment and suggests that the research prospectives stand within a social conception, that is to say discursive and contextualized.