Abstract

The paper examines formative assessment in blended university education. Drawing on research into feedback and international guidance, it proposes a four-stage cycle: specifying learning outcomes, collecting evidence, delivering actionable comments, and supporting student revision. The discussion covers classroom and asynchronous techniques, quality criteria for feedback, and the risk of digital overload. It also outlines indicators for evaluating the model without equating activity in a learning management system with actual progress. The contribution is a practice-oriented conceptual model rather than a report of an empirical intervention.