There have been calls in the literature for reforms to assessment to enhance student learning (Shepard, 2000). In many instances, this refers to the need to move from traditional assessment procedures that are characterized as content-heavy, summative, and norm-referenced approaches to more constructivist and student-centred approaches, often characterized as more “…flexible, integrative, contextualized, process oriented, criteria referenced and formative” (Ellery, 2008, p. 421). Whereas summative assessment techniques rarely allow students to act on the feedback provided, formative feedback provided throughout the learning process can be used to improve future work and promote learning (Ellery, 2008; Higgins, Hartley & Skelton, 2002) by providing students an opportunity to learn from mistakes.