Reconceptualising assessment feedback: a key to improving student learning?

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Enhancing the assessment experience: improving student perceptions, engagement and understanding using online video feedback (2016, background): “Beaumont, O’Doherty, and Shannon (2011) argue that feedback should be a continuous dialogue within a cyclical assessment process.”
Assessment in higher education: drivers, barriers and directions for change in the UK (2016, background): “Within compulsory education, Beaumont, O’Doherty, and Shannon (2011) outline how students generally receive preparatory and in-task guidance as well as performance feedback in relation to assessment tasks.”
Supporting Learners' Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes (2017, background): “When thinking about possible answers, it is useful to conceptualize the giving and receiving of feedback as a communicative event (Beaumont et al., 2011; Higgins, Hartley, & Skelton, 2001).”
Perceptions of effectiveness, fairness and feedback of assessment methods: a study in higher education (2015, background): “Earlier work suggests the need to improve the quality of feedback to students in higher education with implications for the redesigning of curricula (Beaumont, O’Doherty, and Shannon 2011).”