Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice

The research on formative assessment and feedback is reinterpreted to show how these processes can help students take control of their own learning, i.e. become self‐regulated learners. This reformulation is used to identify seven principles of good feedback practice that support self‐regulation. A key argument is that students are already assessing their own work and generating their own feedback, and that higher education should build on this...