This book investigates the fundamental shift required to move higher education feedback from a one-way transmission of information to a collaborative, dialogic process between educators and students. The authors, a collective of prominent scholars in educational assessment, argue that traditional feedback models often fail because they treat students as passive recipients rather than active participants. By synthesizing current research on assessment literacy and student engagement, the text provides a theoretical and practical framework for fostering feedback that promotes long-term learning and self-regulation.

Experts in the field of higher education pedagogy identify this work as a foundational text for understanding the evolution of assessment practices. Readers frequently note the academic density of the prose, which serves as a rigorous resource for faculty developers and institutional leaders seeking to improve student outcomes.