Student frustration with the level and content of feedback is well-noted, especially in relation to new or unfamiliar assessment types. At the same time, students are often unlikely to engage with marking and feedback processes, including the use of rubrics or marking criteria before submission. The aim of this project was to build students' assessment and feedback literacy through engagement sessions both before and after submission in two departments at a UK university. Following discussions

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... ith students on their perceptions of feedback, assessment-specific marking criteria were developed. Students were provided with an opportunity to discuss these criteria and assess exemplars before submission and then, after return of marks, discussed the helpfulness of the feedback provided. Feedback Studio® was used to provide electronic feedback via comment libraries, general comments and qualitative rubrics. Both staff and students found that the combination of engagement sessions and online feedback was a positive improvement, although questions were raised about the timing and frequency of engagement sessions and students' ability to apply marking criteria to their own work. The conclusions summarise recommendations for the use of timetabled engagement sessions to support students in the use of assessment-specific marking criteria.