Sánchez-Iglesias, IvánZamorano-Sande, DavidGil-Izquierdo, MaríaFraile Ruiz, Juan2021-10-272021-10-2720201134-4032http://hdl.handle.net/10641/2522This study aimed to design and implement a formative assessment context for a group assignment. This setting is based on self-regulated learning, the beneficial practices exposed in the literature and the challenges for the next decade. We carried out quantitative research using two questionnaires to measure self-regulated learning skills and the way of working as a group. The participants were 88 students getting a degree in Sports Sciences. Results showed that the reported way of working in groups has no impact on performance. Furthermore, higher self-regulation in their learning style and the use of assessment criteria led to higher performance. We did not find any differences regarding avoidance self-regulation style. We discuss theoretical and educational implications.engAtribución-NoComercial-SinDerivadas 3.0 Españahttp://creativecommons.org/licenses/by-nc-nd/3.0/es/University studiesEvaluation criterionGroup workSelf-assessmentjournal articleopen access10.7203/relieve.26.1.17402