The integration of different technologies for formative assessment activities into the classroom is very important for the effectiveness of learning and teaching processes. This study is an experimental study in which the student teachers designed jupyter notebooks as formative assessment activities for specified aims and subject contents. For this purpose, student teachers were enabled to design various formative assessment activities with various packages that were developed with the open-access programming languages included in the jupyter notebooks and external applications that were integrated into the jupyter notebooks. We measured the differences in student teachers' self-efficacy beliefs and attitudes towards the design of jupyter notebooks for formative activities before and after the implementation with questionnaires. According to the results of the study, we found positive and statistically significant differences in the self-efficacy beliefs and attitudes of student teachers from various disciplines who participated in the seminar. During the practical activities, we observed student teachers' prejudices and concerns about programming. This process was accompanied by their lack of prior knowledge and prejudices about the open source programming. Despite the difficulties in the learning process, the student teachers designed and developed various jupyter notebooks for different formative assessment activities at the end of the semester.