The article explores the effect of formative assessment on university students’ ability to engage in self-regulated learning. A well-designed implementation of formative assessments, facilitated by informative feedback, can empower students to manage their learning processes. Key preconditions for effective intervention include student participation in the assessment process, clear communication of learning objectives, and the provision of information that guides students in determining subsequent steps. Empirical findings supporting the theoretical assumptions are presented. Fur-thermore, we illustrate how formative assessments can be implemented in university teaching.