This presentation, delivered as part of the SHED Assessment Special Interest Group (11 June 2025), shared early reflections from a student–staff partnership project exploring feedback literacy in art and design education (Pitt & Winstone, 2023; Carless & Boud, 2018). The work builds on literature positioning feedback, not as a product but as a relational, iterative practice shaped by dialogue, timing, and trust (Orr & Bloxham, 2013; Salines et al., 2022).
Drawing on internal inquiry and co-constructed methods, the presentation reflected on how feedback literacy can be developed through collaboration, not only for students but also for staff and institutions. Rather than presenting fixed conclusions, the session acted as a provocation, inviting participants to consider how feedback is enacted, recognised, and valued in their own practice.
It also raised questions about student consultants' role in academic development and how partnerships can both illuminate and complicate institutional feedback cultures. The session contributed to national discussions on assessment practice by foregrounding student voice and surfacing local, often overlooked, pedagogic encounters.