In this paper we review the literature on teacher inquiry (TI) to explore the possibility that this process can equip teachers to investigate students' learning as a step towards the process of formative assessment. We draw a distinction between formative assessment and summative forms of assessment [CRELL. (2009). The transition to computer-based assessment: New approaches to skills assessment and implications for large-scale testing. In F. Scheuermann & J. Björnsson (Eds.), "JRC Scientific and technical reports." Ispra: Author; Webb, M. (2010). Beginning teacher education and collaborative formative e-assessment. "Assessment & Evaluation in Higher Education," 35, 597-618; EACEA. (2009). "National testing of pupils in Europe: Objectives, organisation and use of results." Brussels: Eurydice; OECD. (2010b). "Assessing the effects of ICT in education" (F. Scheuermann & E. Pedró, Eds.). Paris: JRC, OECD]. Our review of TI is combined with a review of the research concerning the way that practices with technology can support the assessment process. We conclude with a comparison of TI and teacher design research from which we extract the characteristics for a method of TI that can be used to develop technology-enhanced formative assessment: teacher inquiry into student learning. In this review, our primary focus is upon enabling teachers to use technology effectively to inquire about their students' learning progress.