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Feedback is a crucial element of teaching, learning and assessment. There is, however, substantial evidence that staff and students are dissatisfied with it, and there is growing impetus for change. National Student Surveys have indicated that feedback is one of the most problematic aspects of the student experience, and so particularly in need of further scrutiny. Current practices waste both student learning potential and staff resources. The situation has been exacerbated by the expansion of higher education and modularized courses. Up until now the ways of addressing these problems has been through relatively minor interventions based on the established model of feedback but the change that is required is more fundamental and far reaching. This book proposal coming from a think-tank composed of specialist expertise in assessment feedback is a direct response to this impetus for change. Its purpose is to challenge established beliefs and practices through critical evaluation of evidence and discussion of the renewal of feedback practices. The book promotes a new conceptualisation and a repositioning assessment feedback within a new and more coherent paradigm of student learning with view to generating discussion within the educational community. It will: outline the current issues in feedback practice and analyse the implications for student learning. identify the key characteristics of effective feedback practices explore the changes needed to feedback practice present an argument for a reconceptualisation of feedback illustrate through examples how processes to promote and sustain effective feedback practices can be embedded in modern mass higher education. Provoking academics to think afresh about the way they conceptualise and utilise feedback this book will help those with responsibility for strategic development of assessment at an institutional level, educational developers, course management teams, researchers, tutors and student representatives.