Abstract: This study describes how the use of quality formative assessment in a university course contributes to learning improvement. There is an increased interest among educational researchers to determine improvement of student learning that result from assessment practices. Quality formative assessment includes formative feedback, self-assessment and peer assessment. The study followed a partially mixed sequential research design and applied a quasi-experimental intervention that lasted for six weeks where six educators applied quality formative assessment on lessons of a general psychology course for intervention group students (N= 191) in which the quantitative data were collected by formative assessment questionnaire and achievement test before and after the use of quality formative assessment. The qualitative data were collected by focus group discussions with the students.