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Formative assessment, as elsewhere, is at the heart of contemporary educational issues in Gabonese society. It is an essential resource for understanding learning dynamics at a time when Gabon must adapt to current societal, cultural, economic, environmental and technological challenges. Jeannot ENGONE's book presents the results of a non-exhaustive survey carried out in several of the country's schools. Its rich content sheds light on the perceptions of those involved in formal education on their formative assessment practices. Through the prism of socioconstructivist theory, it proposes an in-depth construction, deconstruction, reconstruction and performance trajectory of formative evaluation practices. In general, this book is intended for anyone interested in the success of all learners. More specifically, it is aimed at teachers, researchers, policy-makers and students of education, offering them new perspectives on formative assessment practices in schools.