This article presents a categorization of feedback techniques situated with regard to the didactic triangle. Although insufficiently used or rarely made explicit, feedback techniques are nevertheless levers that can facilitate students’ learning in the university context. Indeed, they support the regulations in the interactions between the learners, the teacher and the knowledge being studied. The proposed categorization answers four questions: who they are, what do they know, how do they learn and what have they learnt. From these four simple questions, the teacher can build his pedagogical approach and propose situations of teaching facilitating students’ learning in higher education institutions. The proposed analysis grid is an original framework for formative evaluation and answers current concerns of the teachers confronted with the effect of heavy course enrolment, particularly in the first university cycle.