This paper explores the challenges of feedback in higher education and proposes two models of feedback: Feedback Mark 1 and Feedback Mark 2. Feedback Mark 1 is based on engineering and biology concepts, positioning teachers as the main drivers of feedback. It emphasizes the importance of feedback loops to influence learning. However, it is criticized for being too focused on the teacher's role and not on student agency. Feedback Mark 2, on the other hand, is based on sustainable assessment and positions students as active learners who generate and seek their own feedback. It emphasizes the importance of curriculum design in developing students' ability to judge their own learning. The paper argues that feedback should not be viewed as a single notion but as a complex process that requires a rethinking of the role of assessment and feedback within the curriculum. It highlights the importance of student agency and the need for feedback to be seen as a key part of curriculum design, not just a routine part of teaching. The paper also discusses the changing context of assessment and feedback in higher education, noting a shift from final examinations to more continuous forms of assessment. It emphasizes the need for feedback to be effective in promoting learning and not just as a means of transmitting information. The paper also discusses the origins of feedback, tracing its roots in engineering and biology, and how it has been adopted in education. It argues that feedback should be seen as a process that involves students in their own learning and not just as a one-way transmission of information from teacher to student. The paper concludes that feedback should be repositioned as a fundamental part of curriculum design, not just an episodic mechanism delivered by teachers to learners. It emphasizes the importance of curriculum design in creating opportunities for students to develop the capabilities to operate as judges of their own learning.This paper explores the challenges of feedback in higher education and proposes two models of feedback: Feedback Mark 1 and Feedback Mark 2. Feedback Mark 1 is based on engineering and biology concepts, positioning teachers as the main drivers of feedback. It emphasizes the importance of feedback loops to influence learning. However, it is criticized for being too focused on the teacher's role and not on student agency. Feedback Mark 2, on the other hand, is based on sustainable assessment and positions students as active learners who generate and seek their own feedback. It emphasizes the importance of curriculum design in developing students' ability to judge their own learning. The paper argues that feedback should not be viewed as a single notion but as a complex process that requires a rethinking of the role of assessment and feedback within the curriculum. It highlights the importance of student agency and the need for feedback to be seen as a key part of curriculum design, not just a routine part of teaching. The paper also discusses the changing context of assessment and feedback in higher education, noting a shift from final examinations to more continuous forms of assessment. It emphasizes the need for feedback to be effective in promoting learning and not just as a means of transmitting information. The paper also discusses the origins of feedback, tracing its roots in engineering and biology, and how it has been adopted in education. It argues that feedback should be seen as a process that involves students in their own learning and not just as a one-way transmission of information from teacher to student. The paper concludes that feedback should be repositioned as a fundamental part of curriculum design, not just an episodic mechanism delivered by teachers to learners. It emphasizes the importance of curriculum design in creating opportunities for students to develop the capabilities to operate as judges of their own learning.