This study aims to identify the challenges that might occur during the implementation of the seven strategies used in formative assessment, to find solutions, and to examine the role of the translation course in teaching the source language English and the students' attitudes towards the translation course in the context of these strategies. For this purpose, the study uses mixed methods research design, based on a case study using a performance-based measurement method associated with a constructivist approach. In the study, the researcher's field notes, in which he/she recorded his/her observations about the use of formative assessment strategies in the classroom; semi-structured focus group interviews, conducted after the completion of each text translation; student drafts, to determine the improvement the students made after self-assessment; and, to examine the students' attitudes towards the translation course, a Translation Course Evaluation Questionnaire and semi-structured pre-and post-interview forms, were used. In line with the analyses of the collected data, it was observed that students took an active role in the self-assessment process and made progress in forming the equivalence between source language and target language in the translation courses; and in this sense, it was determined that they developed a positive attitude towards the translation courses. The researchers discussed the findings and results of the study in the light of the research context and presented pedagogical recommendations.