Feedback is most helpfully conceptualised as an iterative process through which the learner prepares work for judgement, receives verbal or written comments, and then has the opportunity to put what they have learnt into practice, ready for another cycle of feedback. Feedback and associated processes are integral to assessment which promotes learning. The challenges that educators have of learners not reading, accessing or acknowledging feedback can be addressed through assessment design: if they are not expected to respond to feedback, many will not do so. Tasks and associated feedback should permit the learner to develop throughout a unit or program. This requires multiple opportunities to complete work, to receive feedback, and to demonstrate how this feedback has changed what learners can do. Feedback information can be provided by people other than the lecturer or tutor, most importantly by fellow learners, although careful consideration should be given to maximising the value of peer feedback â€“ both for the feedback giver and the recipient.