||This paper aims to demonstrate a method of motivating students to engage in formative assessment as a tool for achieving learning outcomes. More specifically, the author will explore one formative tool used in practice as an additional aid to summative assessment with third level students in a tutorial environment. The practice to be discussed is the use of a 'poster competition'. Through the introduction of an additional incentive, for example prizes for best entries and peer recognition, the research will illustrate that learning and interaction can be accelerated, even more so than the use of formative assessment alone. Qualitative research provides insight and is a useful way to collect attitudinal data and is deemed to be the most appropriate methodology to answer the above aims. A focus group will be used to assess the benefits and drawbacks of the poster competition. It is proposed that non-academic (that is, non grade related) incentives can offer a valuable tool to practitioners when trying to increase class participation. The outcomes of the research were two fold. Firstly, that creating an ongoing creative learning environment can be achieved without the need for continuous assessment. Secondly, formative assessment can contribute in a meaningful way to the achievement of learning outcomes.