This article provides a synthesis of the literature on formative assessment, self-regulated learning and adaptive help seeking. We do this by developing a classroom model of adaptive help seeking. The model focuses on self-regulated learning, within which the processes of adaptive help seeking and interactive formative assessment are theoretically integrated. The learner is central to this model, and the help-seeking behaviours of the learner during learning activities are not only influenced by the nature of the task and the characteristics of the learner, but also by the classroom environment, and in particular their teacher, peers and classroom culture and context. Help-seeking episodes allow for formative interactions that can support further self-regulated learning.