This article, authored by D. Royce Sadler from the Assessment and Evaluation Research Unit at the University of Queensland, explores the theory of formative assessment and its relevance to a wide range of learning outcomes across various subjects. The theory is particularly applicable when multiple criteria are used to evaluate student responses, rather than simple correct or incorrect assessments. The article defines feedback in a way that emphasizes its function in formative assessment, which differs from traditional educational research definitions. It identifies three key conditions for effective feedback: providing authentic evaluative experience, fostering self-monitoring, and developing evaluative skills. These conditions are crucial for students to improve their work quality and become independent self-regulators. The article also discusses the distinction between formative and summative assessment, highlighting that formative assessment focuses on shaping and improving student competence through feedback loops, while summative assessment is more passive and used for reporting achievement status. The author argues that instructional systems must explicitly address the development of evaluative expertise to avoid setting artificial performance ceilings for students.This article, authored by D. Royce Sadler from the Assessment and Evaluation Research Unit at the University of Queensland, explores the theory of formative assessment and its relevance to a wide range of learning outcomes across various subjects. The theory is particularly applicable when multiple criteria are used to evaluate student responses, rather than simple correct or incorrect assessments. The article defines feedback in a way that emphasizes its function in formative assessment, which differs from traditional educational research definitions. It identifies three key conditions for effective feedback: providing authentic evaluative experience, fostering self-monitoring, and developing evaluative skills. These conditions are crucial for students to improve their work quality and become independent self-regulators. The article also discusses the distinction between formative and summative assessment, highlighting that formative assessment focuses on shaping and improving student competence through feedback loops, while summative assessment is more passive and used for reporting achievement status. The author argues that instructional systems must explicitly address the development of evaluative expertise to avoid setting artificial performance ceilings for students.