Bose, J.Rengel, Z.2016-11-292016-11-292009US-China Education Review A, 2009; 6(12):29-351548-6613http://hdl.handle.net/2440/102855Adult learners are already involved in the process of self-regulation; hence, higher education institutions should focus on strengthening students’ self-regulatory skills. Self-regulation can be facilitated through formative assessment. This paper proposes a model formative assessment strategy that would complement existing university teaching, and can be used in higher education to promote student-centered self-regulated learning with minimal effort and time input from teachers. Based on this model, a real-world teaching example on writing an essay as a challenge task has also been developed. This model strategy incorporates Nicol and Macfarlane-Dick’s seven principles of good feedback practice that promotes self-regulation.enThis work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International LicenseFormative assessment; feedback; self-regulated learning; essay writingA model formative assessment strategy to promote student-centered self-regulated learning in higher educationJournal article003005871210.17265/2161-623X/2009.12A.004278250Bose, J. [0000-0002-0565-2951]