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In recent years there has been abundant research on formative assessment. The internalization of feedback and its link to students’ effective regulation of their learning continues to be, however, a “black box” (Lui and Andrade, 2022). Effective self-regulation is essential for the key competence to learn to learn and thus for success in education and life-long learning, overcoming educational inequality and contributing to the democratization of learning and society. This paper describes the development of a novel checklist through a systematic literature review identifying key factors of internalized feedback strategies for learner self-regulation. It reflects, moreover, on the checklist as an instrument for further research, facilitating the efficient and systematic identification of successful cases of assessment practices in high schools.