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

This paper reframes research on formative assessment and feedback around self-regulated learning, arguing that students already generate their own feedback and that higher education should build on this. From this model it derives seven principles of good feedback practice, with supporting research and easy-to-implement strategies. The authors contend that treating students as proactive rather than reactive feedback users has significant implications for how teachers design assessment.