Decades of research indicate that formative assessment promotes achievement (Black & Wiliam, 1998a; Hattie & Timperley, 2007) and that we must learn more about how to implement formative assessment effectively in higher education settings (Bennett, 2011; Kingston & Nash, 2011; Morris et al., 2021) where most instructors deliver assessments through learning management systems regardless of whether the course format is in-person, online, or blended (Istenic, 2021). To increase understanding of current practices and identify opportunities for continuous improvement, the researcher employed a sequential, mixed-methods case study approach, collecting data through questionnaires, interviews, and course reviews to map instructor online formative assessment practices across five distinct phases at a small private university in the Mid-Atlantic states. The findings suggest that, while faculty use formative assessment consistently across some of the phases in the cycle, they are missing opportunities across others, revealing potential areas for future training and support. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]