Formative assessment, which is the “assessment of learning”, helps the teacher to plan and implement the educational process and determine the goals of learning in accordance with the pupils’ needs.
Therefore, the study and solution of the issue, how to increase the effective use of formative assessment in school environments by using the certain ways of grading, is essentially important. The work deals
with the research of Black, P. & Wiliam, D., which investigates and analyzes the use of formative assessment strategies (questions, feedback, self and mutual assessment and use of final tests) with the
developmental purpose and determines the effect of impact on pupils' successes, which is accompanied by their effective use. The problems identified in the survey are outlined in this regard. The study provides and analyses the results of the practical research conducted in Tbilisi Public School N89 as well as effectiveness of interventions developed on the bases of it in order to find out the situation in Georgian educational sphere in this regard and the perspectives for implementing or improving the formative assessment. Based on the reviewed studies and in-depth studies of the issue, it is clear, that the teacher is possible to modify any educational strategies and turn them into the tools of formative assessment, which primarily depends on the teacher's creativity and the purposes he/she wants to use a particular tool for and on which stage.