In this research paper we consider formative assessment (FA) and discuss ways in which it has been implemented in four different university courses. We illustrate the different aspects of FA by deconstructing it and then demonstrating effectiveness in improving both teaching and student achievement. It appears that specifically "what is done" was less important since there were positive achievement gains in each study. While positive gains were realized with use of technology, gains were also realized with implementation of nontechnology dependent techniques. Further, gains were independent of class size or subject matter. (Contains 5 tables.)