How do teachers implement learning progression into instruction practice after a super short-term training is concerned by both educators and practitioners. This research examined the difference of applying formative assessment against a fine-grained size Learning Progression (FALP) to instructional design between novice teacher and experienced teacher. A formal formative assessment (FFA) based on an established Energy Learning progression was conducted to 2 high school classes and the results were used to revised the Learning progression to a fine-grained size for classroom scale, and explained to their physics teachers as a short-term training. We compared teachers’ instruction designs developed before training and revised after training caused by FFA, and compared the revised one with teachers’ instruction practice which was caused by informal formative assessment (IFA) form content aspect and cognation aspect. Semi-structured interviews were employed to uncover how teachers translated FALP into practicable knowledge. Results indicate that experienced teacher revised instruction design mainly influenced by IFA, while novice teacher mainly by FFA; experienced teacher revised both from the content and cognition aspect, while the novice teacher mainly form the cognition aspect. Further interviews indicated the experienced teacher’s own experience informed her to be more aligned with learning progression. Experienced teacher concerned more about students in terms of their knowledge, skills, methods, progress etc., while novice paid much more attention to the logic of knowledge, the textbook when set instructional objective. The novice has more difficulty in translating LP into practice knowledge. LP can provide more guides for fresh teachers in terms of where to go during instruction design. Both teachers evaluated students from knowledge-understanding perspective. Experienced teacher took it as a state evaluation, while the novice took it as a mirror of progression.