“In giving students descriptive feedback, you have modeled the kind of thinking you want them to do as self-assessors.” Chappuis (2005). This presentation reports on a three-year project that explores the use of podcasting to mediate reflection. This project has created a more authentic learning cycle where students, through the use of technology, are able to collect and curate data about their own artmaking practice. Students no longer want to be passive consumers of their learning, but instead want to be active participants in constructing knowledge. By employing the dimensions of feed up, feed back and feed forward described by John Hattie and Helen Timperley in the 2007 article, The Power of Feedback, students at St Paul's Catholic College, Manly have become active participants in the assessment and feedback loop and have developed a deeper engagement with their understanding of material and conceptual practice.