This paper is a thematic review of the literature on written assignment feedback. Feedback is now accepted as a key factor affecting learning and, in educational settings, the term feedback is used in the context of assessments, where its main function is to provide information about students' current performance as well as constructive comments that enhances future learning. Theoretical frameworks for interpreting students' responses to feedback are reviewed. The perceptions of feedback by students and lecturers are considered with a more detailed analysis of the form of feedback which provides a basis for discussion on quality feedback and how improvements can be made.