The literature on formative assessment suggests students' learning is enhanced when the procedures involve self, peer and tutor assessment (triadic assessment). This action research project investigates and reports on how triadic formal formative assessment procedures, self, peer and tutor feedback on students draft assignments, impacted on student learning and informed a tutor's teaching. The project aimed to contribute to the existing knowledge on formative assessment processes and procedures on the learning of a specific group of students and inform the teaching of their tutor. The data were collected from self, peer and tutor feedback, focus group discussions, reflective journals and questionnaires. The thematic analysis ofthe findings describes how student participation in the procedures developed and improved learning for some of the student group especially for lower achievers. Information for tutor teaching highlighted the importance of establishing the meaning ofthe assessment criteria and writing constructive feedback. This project points to difficulties with students' misunderstandings of formal formative assessment procedures and demonstrates the value of tutor learning through the action research process as a professional development tool.