Formative assessment is a theoretically and empirically well-established concept in educational research and can be viewed as “the bridge betw een teaching and learning” (Wiliam, 2010: 137). It is thus an integral part of the micro-adaptations of adaptive teaching (Mandinach and Lash, 2015), though the term itself is not used by Como (2008) when she describes the necessity for teachers to make informal assessments in micro-adaptations. However, formative assessment does not necessarily imply that teachers will adapt their instruction.