The paper by David Boud and Elizabeth Molloy explores the challenges and potential improvements in student feedback practices within higher education. It critiques the traditional model of feedback, which often relies heavily on teachers as the primary providers of information, and proposes two alternative models: one rooted in engineering and biology, and another based on sustainable assessment. The engineering model positions teachers as drivers of feedback, while the sustainable assessment model emphasizes learner agency and the development of self-regulated learning skills. The authors argue that the current feedback practices are inadequate and lead to low student satisfaction. They suggest that feedback should be seen as a fundamental part of curriculum design, not just an episodic mechanism. The paper also discusses the historical context of feedback practices, the limitations of the traditional model, and the need for a more sustainable and student-centered approach. The authors propose that feedback should be designed to equip students with the capabilities to judge their own learning and that this requires a shift in the role of teachers from providers to facilitators. The paper concludes by emphasizing the importance of dialogue, trust, and a supportive learning environment in fostering effective feedback practices.The paper by David Boud and Elizabeth Molloy explores the challenges and potential improvements in student feedback practices within higher education. It critiques the traditional model of feedback, which often relies heavily on teachers as the primary providers of information, and proposes two alternative models: one rooted in engineering and biology, and another based on sustainable assessment. The engineering model positions teachers as drivers of feedback, while the sustainable assessment model emphasizes learner agency and the development of self-regulated learning skills. The authors argue that the current feedback practices are inadequate and lead to low student satisfaction. They suggest that feedback should be seen as a fundamental part of curriculum design, not just an episodic mechanism. The paper also discusses the historical context of feedback practices, the limitations of the traditional model, and the need for a more sustainable and student-centered approach. The authors propose that feedback should be designed to equip students with the capabilities to judge their own learning and that this requires a shift in the role of teachers from providers to facilitators. The paper concludes by emphasizing the importance of dialogue, trust, and a supportive learning environment in fostering effective feedback practices.