Abstract
This study examines modalities of generating and providing automated formative feedback to Computer Science undergraduate students’ and their experiences with the system and the received feedback. A software for automated feedback has been developed and used in this study in order to both support the students learning process, and to test how a set of elaborated assessment criteria can contribute to the students better understanding of their own knowledge and learning. The findings show that providing the students with explicit feedback in addition to regular summative evaluation (grades and point sum) stimulated their understanding and awareness of their knowledge level and exam performance. Besides, it triggered ideas and reflections related to their future learning steps and approaches, which follows the principles of feedforward.