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The aim of the research was to demonstrate, in an APC context, the influence of formative assessment on the development of written expression skills in the observation sub-cycle of general secondary education in Cameroon. This choice stems from the fact that learners are increasingly failing to learn written expression. The unsatisfactory results led us to reflect on and question the origin of this failure in written expression. This led us to conclude that the teaching of French, and specifically of French written expression, is encountering difficulties that are not conducive to the development of learners' skills. Hence the problem of developing learners' skills in written expression. Aware of the contribution of good formative assessment practice to the development of learners' skills, we converged on this as a solution that could resolve learners' failure in written expression.