The INVALSI English test was first introduced in 2018 to measure students’ ability to understand written texts or spoken texts, according to the Common European Framework of Reference for Languages. Despite the Italian National Guidelines for secondary education state B2 as the English exit level to be reached at the end of upper secondary school, according to the INVALSI report of 2019, about 65% of Italian students do not reach this level in the listening test and 48% do not reach it in the reading test. To improve these results and to overcome students’ difficulties in acquiring these skills, teachers can adopt formative assessment strategies. Formative assessment is a continuous process that sees students as active protagonists and that motivates them to progress in their learning. Technologies, such as an Automatic Assessment System, can offer valid support for formative assessment strategies. The aim of this research is the design of material for a training course for secondary school English teachers; the research focuses on adapting INVALSI questions designed for standardized assessment to questions for formative assessment, for developing language skills and preparing for the INVALSI tests. Some examples will be shown, highlighting the strategies adopted.