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This paper highlights the importance of purpose in assessment feedback. The data demonstrated that educators often experienced professional dissonance where perceived quality assurance requirements conflicted with their own beliefs about the centrality of student learning in feedback processes. Such dissonance arose from the pressure to secure student satisfaction, and avoid complaints. Quality enhancement of feedback processes could profitably focus less on teacher inputs and more on evidence of student response to feedback.

Relevance: Most teachers conduct formative assessments in their classrooms. This paper describes how one can enact formative assessment to improve student learning rather than to satisfy department indicators or student satisfaction.