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Despite the recognised significance of self-regulated learning, many students in higher education lack effective self-regulation strategies. Therefore, the teachers’ role is paramount. We investigated teachers’ beliefs and practices concerning assessment and the influence on self-regulated learning development through qualitative interviews with 16 teachers from different programmes. Findings reveal that teachers, influenced by their conceptions, strive to provide feedback primarily at the task and process levels, not adequately addressing the self-regulation level. While teachers acknowledge the importance of fostering self-regulated learning when inquired, their classroom practices lack a focus on the self-regulation level, often assuming students acquired the necessary skills from previous education. The study underscores a misalignment between teachers’ recognition of the importance of self-regulation learning and their actual practices. Recommendations emphasise the necessity of raising awareness among teachers about the important role of feedback in enhancing students’ self-regulation, addressing the current gap in educational support. Future research should explore how to bridge this awareness-practice gap and create an environment conducive to the development of self-regulated learning.<BR><BR>\n<B>Data</B><BR><BR>\nThe dataset consists of 16 transcripts of approximately one-hour interviews with teachers from different programmes at a University of Applied Sciences in the Netherlands. These transcripts are in Dutch, the native language of the teachers. All teachers are given numbers that correspond to the file names of the transcripts and the quotations in the article based on these data. Due to the simultaneous invitation to this study and a parallel study, the numbering of the teachers in this study is not incremental. The file names consist of a description, Interview Docent anoniem, which translates from Dutch as Interview Teacher anonymous, and an identifier, in this case a number.<BR><BR>"},"dsDescriptionDate":{"typeName":"dsDescriptionDate","multiple":false,"typeClass":"primitive","value":"2024-05-27"}}]},{"typeName":"subject","multiple":true,"typeClass":"controlledVocabulary","value":["Social Sciences"]},{"typeName":"keyword","multiple":true,"typeClass":"compound","value":[{"keywordValue":{"typeName":"keywordValue","multiple":false,"typeClass":"primitive","value":"assessment perception; self-regulated learning; summative assessment"}}]},{"typeName":"publication","multiple":true,"typeClass":"compound","value":[{"publicationCitation":{"typeName":"publicationCitation","multiple":false,"typeClass":"primitive","value":"Van der Linden, J. B., Van der Vleuten, C. P. M., Nieuwenhuis, A. F. M., & Van Schilt-Mol, T. M. M. L. (2023). Formative use of assessment to foster self-regulated learning: The alignment of teachers’ conceptions and classroom assessment practices. Journal of Formative Design in Learning, 7(2), 195–207. https://doi.org/10.1007/s41686-023-00082-8"}}]},{"typeName":"productionDate","multiple":false,"typeClass":"primitive","value":"2024-05-27"},{"typeName":"distributionDate","multiple":false,"typeClass":"primitive","value":"2024-05-27"},{"typeName":"depositor","multiple":false,"typeClass":"primitive","value":"Shedata"},{"typeName":"dateOfDeposit","multiple":false,"typeClass":"primitive","value":"2024-05-27"}]},"dansDataVaultMetadata":{"displayName":"Data Vault 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