The objectives of this article are to critically analyse the impact of formative and summative assessment in an informal secondary school environment. The informality reflects the work of The Anne Frank Trust UK and their practices in evaluating student progress through a two-week workshop programme. The preference for formative assessment is strongly manifested throughout this article whilst simultaneously exploring the shortfalls and disapproval of summative assessment. A large focus on institutionalisation and the assumptions of hierarchy within education systems shines through this article resulting in the application of sociological theory. Recommendations were made to The Anne Frank Trust UK on how to better implement peer assessment and to schools and policy-makers on recognising the importance of both formative and summative assessment as a route to progression and development in subject learning.