Assessment is said to be the most important component in students’ learning experience in higher education (Orr et al., 2012) and the main motivation for learning (Boud, 1995; Race, 2014). Changing methods of assessment has the power to improve both teaching (Elton and Johnston, 2002; Gibbs and Simpson, 2004-05) and learning (Brown et al., 1997; Gibbs, 1999). Yet, assessment and feedback are usually found to be the least satisfactory aspects for students in higher education (Orr et al., 2012; Race, 2014). In addition, teachers are less responsive to changing their assessment methods than they are to improving and varying their teaching (Orr et al., 2012; Rust, 2002); they also know little about how their students respond to assessment (Gibbs and Simpson, 2004). This paper reflects on useful strategies that can enhance both assessment and feedback in the language classroom and potentially in other teaching subjects.