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In response to the shortcomings of current assessment feedback practice, this paper presents the results of a study designed to examine students' and teachers' experience of engaging in a written, reflective and dialogic feedback (WRDF) strategy. The strategy was designed to enhance the learning experience of students undertaking a large first-year core course at a regional Australian university in semester 2, 2012. The evaluation consisted of three components: student surveys pre-and post-WRDF; a student focus group post-WRDF; and a teacher survey post-WRDF. Participating students' and teachers' perceptions of the WRDF assessment feedback suggested that students value feedback highly, and show a preference for feedback combining written, reflective and dialogic processes. The research findings suggest that the WRDF framework can be utilised to address the immediate, practical problem of students' and teachers' dissatisfaction with the practice of assessment feedback. Thus, WRDF may be used to nurture teacher/student relationships and enhance the learning process. Although a relatively intensive process, the WRDF strategy can serve an integral role in enhancing feedback practices and supporting students.

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Having completed my Doctorate of Creative Arts, I find myself not only wanting to defend the exegetical component of the degree, but applaud it for the way it enhanced my own knowledge, as it should, and enriched my creative outcome, Assimilating Eden. This paper builds on the methodology chapter of my exegesis for my Doctorate of Creative Arts and introduces the 'Creative Writing Kaleidoscope': a decision-making methodology for choosing exegetical research paths and better linking the creative and exegetical components of research higher degrees. For the avid creative writer, the exegesis can be a source of anxiety (Bourke & Neilson 2004: 1), but is a necessity when demonstrating scholarship with creative higher degrees. I believe the root of this anxiety lies in the lack of theoretical framework currently available to creative writing higher degree by research students that links exegesis with creative outcome, and by theoretical framework, I mean methodology. Establishing clear academic methodological practices will situate creative writing better within the academy and promote greater symmetry within the discipline and higher degrees across different institutions.