One of the distinctive characteristics of the millennial generation is the desire
for continuous feedback on their performance (Meister & Willyerd,
2010). As Wilson and Gerber (2008) note, millennial students have grown
up with video games from which they constantly receive feedback and rewards
for achievement, and they continue to seek feedback both in their
studies and in the workplace. However, Wilson and Gerber also note that
many of these students are prone to overestimate their own performance.
They need guidance to help them accurately self-assess. This chapter explores
the issues of assessment and feedback and proposes approaches that
can be used effectively with a wide range of adult learners. The chapter
begins with a discussion of our aims and objectives, which is followed by a
description of the context in which the example assessment tasks are used.
The chapter then discusses the approaches we have found useful in both the
design and conduct of assessment and feedback and includes a discussion
of student feedback on assessment and feedback. The chapter concludes
with a discussion of the applicability of the approaches outlined to other