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By applying formative assessment in the classroom, many teachers want to stimulate students to self-regulate their learning. Co-regulation in formative assessment can stimulate students’ self-regulated learning. However, teachers could apply formative assessment to create co-regulation in the classroom in different ways. This study investigates two research questions:(1) How much teacher and student formative assessment behaviour is planned or unplanned and implemented in the classroom, when formative assessment is implemented to stimulate students’ self-regulated learning? and (2) What do these teacher and student formative assessment behaviours that create co-regulation of learning look like? The formative assessment cycle was used as a framework to describe the formative assessment process in five phases:(1) Clarifying expectations,(2) Eliciting student responses,(3) Analysing and interpreting …