This article examines the outcomes of a study across four discipline areas in order to develop course-based assessment strategies in closer co-operation with students. Second year students (n=48) from different disciplines were engaged in two phases of activity-orientated workshops. Phase one sought their perceptions of feedback. Phase two saw students design a proposed strategy to present to the respective staff teams. We discuss the emerging themes which appeared to be very similar amongst this diverse cross-section of students: a lack of faith in marking consistency; the need for clear guidelines and criteria; the greater use of positive feedback language and a close association with tutors. The emergence of strategies specific to each course is discussed along with the alignment of the outcomes of this approach with pedagogic knowledge. It is suggested that enhanced dialogue enabled staff and students to develop a common understanding, and gave impetus to improving, assessment feedback practices. Outcomes recommended here include changes to practice such as the benefits of a team approach to feedback development, the content and style of feedback; developing the usefulness of feedback for future work and; the need for teams to periodically revisit staff development in this area
