Assessment is and has been a deliberate and essential piece of education. However, with the recent emergence and popularity of online education, faculty members have to find new ways to engage online learners with formative assessments. While much of the online learning environment can be self-guided, faculty interventions can make the content more engaging for the learner. Biggs and Tang (2011) note the term "backwash" which refers to the direct effect assessments have on a student's learning. Baleni (2015) further expounded on this point by stating that the assessments, not the curriculum, can define how and what a student learns. Using technology to create engaging formative assessment is one way that faculty members can enhance student learning while helping learners prepare for a summative assessment. However, one of the important findings of this study is the time and effort saved by online faculty members using this type of technology for formative assessment. Using an independent samples t-test, this study found a nonsignificant difference in quiz scores between the two formats (paper or Socrative) for formative assessment. The results suggest that Web 2.0 tools can be just beneficial in helping students prepare for a summative assessment. In addition, when chosen wisely, these tools can also influence participation, student wait time for feedback, and teacher grading time.