This paper addresses the understanding of technological tools' influences on formative assessment in classrooms. From an extensive literature review we outline what is known about the role technology is playing in assisting teachers' assessment practice and how this is being done in primary and secondary school settings. A literature search yielded 1,377 articles. A systematic exclusion and inclusion process led us to 10 articles, thus became our basis of in-depth analysis. Results show that formative assessments supported by technology might not lead to more data-based instructional planning and feedback to students. Teacher factors such as pedagogic preferences and orientations also matter other than professional skills such as digital competence and didactic skills.