This paper examines the effects of the first year of a two-year project to investigate formative assessment in a networked classroom. Participants were divided into two groups; one group receiving professional development on formative assessment with networked technology while the second group received professional development only on formative assessment. Data were gathered on participants’ knowledge of formative assessment, teacher pedagogical content knowledge, mathematics background, and attitudes toward technology. Student data were collected and analyzed to examine the effects of teacher variables on student achievement.