In this workshop we present results from a longitudinal mixed-methods study which evidences that dialogic feed-forward assessment asserts a positive influence on the undergraduate student experience in a number of interrelated cognitive and effective ways. Staff-student dialogue impacts positively upon learning uncovering emotion and enhancing resilience and wellbeing. Through activities and discussion a staff-student team will encourage workshop participants to reconceptualise assessment and feedback as a collaborative process at a number of scales within their institutions. Participants will be encouraged to plan assessment approaches conscious of student stressors and emotions maximising the potential for sustainable learning and academic success.
