I start this paper by problematising the term ‘effective formative feedback’ as a struggle between different ‘voices’ (for instance those of the students the tutors and the internal and external agents who are involved for quality assurance purposes). Within this context I analyse and evaluate peer assessment as a creative authentic effective and manageable tool for formative feedback. Issues around HE students understanding of the assessment criteria and becoming critical friends are also discussed. I propose that lecturers need to have a high level of creativity and authenticity in order to enhance the learning experience of their students while at the same time keeping a healthy balance between this workload and all their additional academic responsibilities.
