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This paper presents the results of a small scale action research project in which a group of seven Year 2 undergraduate initial teacher education (ITE) students experienced three interventions which were concerned with feedback on essay assignments--provision of traditional written tutor feedback; completion of a tutor feedback analysis worksheet; and an experience of peer marking, with an opportunity for resubmission of work. After each intervention students were asked to reflect on the effectiveness of the intervention. The paper presents a brief overview of recent research on the topic of assignment feedback, and the results of this project are considered in the context of this.