This study analyses the educational support offered through information and communication technology during formative assessment in two different cases in higher education. We analysed one blended and one virtual case from two different universities. The study aimed at identifying specific patterns of educational support intended to foster two interaction processes: (1) the promotion of greater autonomy in the students and (2) the construction of more appropriate meanings by them. The analysis showed that these two processes were achieved with different attainment levels in each of the two study cases. Specific patterns of support mediated by technology were found underlying these different results. This led us to identify "suitable" and "undesirable" patterns of support in e-assessment practices.