Formative assessment is considered to be an evaluation technique that informs the instructor of the level of student learning, giving evidence when it may be necessary for the instructor to make a change in delivery based upon the results. Several theories of formative assessment exist, all which propound the importance of feedback to the student. The theories discussed include a three-strand approach based on learning outcomes, student involvement, and feedback; a framework based upon shared learning expectations, questioning, feedback, self-assessment, and peer assessment, and the ideas of assessment of learning, assessment for learning, and assessment as learning. Methodologies of formative classroom assessment range from traditional methods research in the early 1990's to technology enabled methods such as blogs and classroom response systems. Implementation of the formative assessment techniques at Holy Family University involved a Classroom Assessment Support Group which led the efforts. The facilitators of the group presented basic methodology, and the members of the group supported each other's efforts to implement assessment techniques in their courses. Five techniques were found appropriate for the project management course, and three were implemented. The methodology, results, and recommendations indicate that formative assessment techniques are beneficial in a project management course, but care needs to be taken to implement properly in order for the assessment to be formative.