Assessment for learning or formative assessment and feedback are useful tools for teaching and learning. Researchers demonstrated their effectiveness through a great number of international examples. Swedish policy integrated them in their official documents. However, we do not know how they are done in the French Foreign Language (FFL) classroom in a Swedish upper secondary classroom and certainly not how the students perceive them. This qualitative empirical study examines these phenomena through a case study. Ethnography methods such as observations and interviews are used to be as close as possible to the target: FFL classroom, the students, and their teacher. Consequently, a content analysis is done to investigate and to scrutinise the data collection. The results show that formative assessment and feedback in FFL classroom have been done mostly in concordance with Swedish official policy and recommendations and follow the national and international previous research results on second and foreign language pedagogy. Moreover, the results demonstrate that the students in FFL need and want more feedback and assessment for learning because it helps their learning process and development, and then their knowledge.