The article explores the aspects of integrating formative assessment into the design of the learning environment. A pedagogical experiment was conducted at the National University Zaporizhzhia Polytechnic during the 2023-2024 academic year, focusing on the graphic training of first-year Industrial Engineering students. The experiment, carried out in three phases (ascertaining, formative, and control), it involved 56 students in the experimental group from the educational programs “Operation, Testing and Maintenance of Automobiles and Tractors” and “Internal Combustion Engines”. The control group consisted of 86 students from the programs “Metal-cutting Machines and Systems” and “Lifting and Transport, Road, Construction, Land Reclamation Machinery and Equipment”. The study concluded that formative assessment fosters a culture of independent work among students. A pedagogical model was designed to integrate formative assessment into students’ independent work, emphasizing a cyclical structure to enhance assessment skills. The main qualities developed through formative assessment include educational, personal, professional skills, and qualities related to cooperation and co-creation within the educational process. The article also highlights the role of digital technologies in the educational process. Key indicators of formative assessment identified are motivation to learn, self-analysis, self-assessment, mutual assessment, self-confidence, personal responsibility, and teamwork. The results demonstrate the positive impact of formative assessment on fostering a culture of independent work among students, supported by digital technologies.