Fostering methods that promote learners' conceptual understanding is crucial for better performance in science subjects. This study investigated how teachers of physical sciences perceive the utilization of Concept Cartoons as a formative evaluation tool. Ten Grade 11 teachers selected from secondary schools in the Nelson Mandela Bay district of Gqeberha were utilized for this study. A qualitative research approach which included a pre-intervention questionnaire, an intervention, and a post-intervention face-to-face interview was utilized. The intervention involved a discussion on how to use Concept Cartoons in formal assessment in the teaching of Newton's Laws. Pre-intervention phase results indicated that teachers were not using formal assessment techniques in their science lessons. Post-intervention results showed that teachers appreciated the use of Concept Cartoons as a formal assessment tool that could be used to improve conceptual understanding of Newton's Laws. The study concludes that Concept Cartoons have been effective as a science teaching tool. The use of Concept Cartoons provides an alternative formative assessment technique vital for the understanding of science concepts.