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Assessment of student learning outcomes has not been in line with curriculum expectations as emphasized by government policy. The ineffectiveness of the assessment model is one of the factors that have not optimized student learning outcomes. This study aims to explain the effectiveness of formative assessment on improving student learning outcomes. The research is a form of test on a form of formative testing in the measurement of learning outcomes. This study uses a quantitative approach with experimental research methods. The research sample was 80 students by using two forms of formative assessment analysis, namely Formative Assessment Essay Test Form and Formative Assessment Multiple-choice test form. The results of the analysis of hypothesis testing 1 show that the F-test statistical value above in line B shows that at the α = 0.05 level, the value of F count = 10.979, greater than F table = 3.96 so that significant H₀ is rejected, which means that there is a difference in the science learning outcomes of student groups given formative assessment in the form of essay tests with student groups given formative assessment in the form of multiple-choice tests. The results of the analysis of hypothesis 2 testing show that the t-test statistical value of table 5. row [(B=1)] shows that at the α = 0.05 level, the t count value = 6.491 is greater than the t table = 1.67 so that Ho is rejected, and it is concluded that the science learning outcomes of student groups given formative assessment in the form of essay tests are higher than those of student groups given formative assessment in the form of multiple choice tests. Thus, formative assessment has significance on student learning outcomes. This study recommends the importance of the form of assessment to be considered in order to improve student learning outcomes