This project involved a collaboration between Monash University, Deakin University, and The University of Melbourne. We aimed to answer the following four questions about effective feedback practices:

  1. What are the current assessment feedback practices and which of these lead to improved student performance?
  2. Why are some forms of these practices successful?
  3. How can we best design for effective feedback to promote learning?
  4. How can the circumstances of successful feedback for learning be replicated and sustained across and within Australian universities

Our goal was to deliver an empirically based study of feedback designs and conditions to guide educators, academic developers and instructional designers, as well as institutional policy. This is supported by large scale data highlighting patterns of success, and case studies of feedback designs to demonstrate how success can be achieved.


This project stands out from previous work by adopting fresh and innovative ways to tackle the critical need for improving feedback. It provides large scale quantitative and rich qualitative evidence of current diversity in successful feedback practices, including new and emerging forms supported by digital technologies, evolving course structures and assessment models. It adopts an ecological perspective in understanding why feedback is so difficult to get right. It builds on and encapsulates the models and recommendations developed by others, and offers an innovative framework for effective feedback that guides institutions, learners and educators in their choices.

Structure and phases

This 18 month funded project, completed in 2018, was designed to align four phases of activity with the four aims above.

During this project over 5000 students and teachers were involved in the various phases.

Project phases