Purpose: Traditional assessment in medical biochemistry relies almost exclusively on high-stakes, quantitative formats such as exams and problem sets, that reward one narrow way of demonstrating understanding and offer students little room to show partial mastery or recover from a misconception before grading. This pilot study examines whether a brief, ungraded, in-class drawing activity can function as a growth-oriented formative assessment: a repeatable, low-barrier checkpoint that allows students to externalize their understanding of course concepts and receive feedback on recurring gaps. Methods: During a required biochemistry course, students were given a brief prompt at the end of select class sessions and asked to represent a concept from that day's lesson as a hand-drawn sketch, diagram, or visual metaphor. Submissions were reviewed by the instructor in aggregate to identify recurring misconceptions and adjust subsequent instruction accordingly, creating a feedback loop between student output and instructional response. Results: The sketching activity provided instructors with an accessible, low-burden window into student understanding that complements traditional assessment, while giving students a strengths-based avenue to demonstrate learning. Ongoing survey data collected at multiple timepoints will allow us to track whether students perceive value in this repeated, low-stakes engagement over the course of the semester. Conclusion: This project gives students a formative, strengths-based checkpoint that provides repeated opportunities to engage with difficult material outside the pressure of formal evaluation. This model may offer other health professions educators a practical, adaptable tool for building growth-oriented feedback loops into content heavy courses.