While formative evaluation is widley used in the field of instruction, the procedures for adapting formative evaluation from a mastery to a traditional, or nonmastery, learning system have not been clearly specified. This paper defines formative evaluation and its related functions following Bloom's model, describes the myths of applying Bloom's formative evaluation to the conventional instructional setting, and discusses procedures for adapting formative evaluation procedures from the mastery model to the nonmastery system. The implications of this adaptation process are also identified. (Author/MV)