Nationally, students fail anatomy and physiology courses at some of the highest rates compared to other courses at the undergraduate level. Formative evaluation guides future learning by assessing the quality of student achievement while the student is still learning. Formative assessments were introduced in an undergraduate human anatomy course intended for students majoring in various allied health fields. In this research, the formative assessments were utilized throughout the course on each of the five exams. The results were analyzed using a partial correlation and regression to establish if any relationships existed between the formative assessment and summative test and looked for any significant impact on the summative test scores. The results suggest that at-risk students can be identified using formative assessment before the first summative assessment in the class and increase the likelihood of successful course completion. Considering the implementation of formative assessments in college science courses should be considered a way to inform the instructors of student learning gaps and increase student success in the course.