Self or formative assessment are terms that, linked to feedback, appear in the literature associated with initiatives aimed at improving the learning process in higher education. Some studies have highlighted the peculiarities of the feedback techniques targeted towards first-year undergraduates, in subjects with a large number of students, or which are taught by a large number of lecturers. This study presents a formative self-assessment programme that was implemented in a subject that meets these challenges. The programme was designed to progressively foster the acquisition of skills and knowledge, in accordance with the syllabus' requirements, and it was structured around the execution, self-correction and reflection on the approach and resolution of three case studies. Participation in the programme appears to have had a positive net impact on the probability of passing the subject and a positive influence on the mark obtained in the final exam of the subject.