This paper reports on the findings of a study that investigated formative assessment practices of Senior English teachers in the standards-based Queensland assessment system. This paper focuses in particular on the teachers' provision of feedback on rough draft summative assessment items. It identifies the links between assessment criteria and standards and the feedback provided. It highlights the choices the teachers make in crafting feedback comments in a high stakes assessment environment associated with certification and completion or exit from secondary school. It is recommended that consideration be given to English teachers' feedback practices as they implement the Australian Curriculum's achievement standards.