A literature review on formative feedback and problem and project-based learning was conducted to determine a conceptual relationship between the two processes. This review resulted in the development of a conceptual model that is designed to guide instructional designers to integrate effective feed-up, feedback and feed-forward in the design and development of an online graduate level course utilizing problem or project based learning. This model was then applied to an online graduate level course utilizing problem-based learning. Data was collected during implementation to assess the application of the model and its impact on student learning and satisfaction. Results indicate that the feedback strategies proposed in the recommended model support students to achieve desired performance.