Embedding assessment for learning practices in the classroom means managing the learning landscape to enable opportunities for both teacher and student to be active participants in all areas of the learning process. Gathering evidence of student progress and achievement in learning is a fundamental essential in this process, as well as students knowing what success looks like and how they might get there. How learning is shaped by the nature of feedback is a common theme across assessment literature. More feedback on feedback is called for. This research project examines how effective feedback can enable students become independent, self-directed, life-longer learners and develop self-efficacy, to enable assessment for learning practices become embedded in the classroom ‘learning culture’, to promote student learning is my current research focus.