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Although the focus on feedback and student involvement in Assessment for Learning (AfL) appears to align very well with theories of Self-Regulated Learning (SRL), and also seems to be the main reason for many researchers’ interest in formative assessment, the actual relationship between AfL and SRL is an issue of debate. In this chapter, we therefore explore the relationship between two AfL practices, namely, self-assessment and peer assessment, and SRL. These AfL practices emphasize student feedback and are both thought to increase student involvement in assessment. They also have evident connections to SRL models of self-regulation and co-regulation. Special attention is given to strategies for the implementation of peer and self-assessment in the classroom. In particular, guidelines are presented on teachers’ mediating and modeling role in peer and self-assessment, as well as on how to …