Formative assessment has been often encouraged recently as a pivot component in the methodology of evaluation but the student's views of how this affects the improvement of language learning in some countries are disregarded in a way. Therefore, the following study investigates the experiences of students (pre-service teachers) in formative assessment and the tools used for its implementation. Student assessment is determined following the learning outcomes that answer the questions of what students are supposed to know at the end of the course. Therefore, through various activities and tasks that receive answers to these questions, the teacher evaluates the knowledge and skills of the students in the English language course. The study aims to display the impact of formative assessment in ameliorating learning and to figure out the assessment tools used to assess the students. The study analyzed students' perceptions and their approach to formative assessment utilization. The Formative Assessment appears as a dignified way to raise the quality of learning, and as a result, the students achieve their goal to pass the exam successfully and get high grades. To acquaint their perspectives, 85 students as study respondents took part in the research in which both quantitative and qualitative methods were used. The quantitative research data from the questionnaire were analyzed through the SPSS platform, while the qualitative research data extracted from the focus group are presented through descriptive analysis, in the form of quotations. The findings of the questionnaires evinced the students' views on formative assessment and further, data from focus group discussions validated the reasonableness of what the students perceived in the questionnaire. Implications recommended that in addition to the tiresome work of continuously preparing during the teaching, EFL teachers can meet the individual needs of the students depending on the differences they have among themselves.