Various characteristics for formative teacher assessments are mentioned as important for teacher learning (e.g., Uhlenbeck et al., 2002, pp. 262-264). Several choices within these design characteristics are possible, such as (a) specificity of assessment criteria en standards, guidance in (b) … choosing learning goals, (c) … choosing learning activities, (d) … choosing sources of evidence, and (d) balancing between educational theory and practice (e.g., Darling, 2001, Uhlenbeck et al., 2002). We investigated three formative assessment procedures, particularly the influence of design characteristics on teacher learning. The assessment procedures are: • Procedures en training in providing feedback, given by a researcher • Self assessment and collegial feedback • Negotiated assessment Research questions: 1. How supportive and useful did teachers think the design characteristics in the formative assessment procedures were for their learning processes? 2. What is the relation between the different configurations of design characteristics in the formative assessment procedures and the learning processes of the teachers? Results of questionnaires and semi-structured interviews show that criteria and standards were beneficial when room was given for choosing personal learning goals. Using videos is very productive to connect to teaching practice. Theoretical notions in feedback are particularly useful when linked to practical experiences.