This paper explores effective feedback design in the context of large class cohorts in higher education. In recent years, there has been a significant shift in emphasis with regard to feedback, moving from a focus on inputs to processes. Large classes in higher education pose particular challenges to all aspects of assessment processes, including feedback. The complexities of enabling effective feedback processes are examined leading to suggestions to enable students to obtain and use good quality information about their work. While the active role of the student is central to the current discourse on feedback processes, the role of teacher is also important, moving from providing comments on work to designing processes that work effectively for learning.