Formative assessments have been shown to improve student success; however, the format in which these assessments are implemented has not been well researched. In this study, individual Anatomy and Physiology lab sections were administered formative assessments composed of either a projected (i.e. 'shared-display') quiz presentation or a pen-and-paper quiz presentation. Students' performance, as well as their answer-changing behaviours, were recorded to compare the effect of these two assessment formats. We found no significant difference in mean quiz grade between shared-display and pen-and-paper assessments, nor did answer-changing frequency differ by treatment. Student answer-changing "success rate" -- a measure of how often a student changed an answer and their new response was correct -- was found to have a weak but significant positive correlation with mean quiz grade. Our findings suggest that the assessment presentation format does not significantly affect student performance and that, given the population sampled, answer-changing tended to benefit students' final quiz grade. Therefore, projecting images for use in formative assessments provides an alternative to traditional pen-and-paper administration with no apparent detriment or advantage to student success.