Description: The purpose of the paper was to elicit student responses on the importance of feedback to their learning. There is quite an extensive literature on assessment feedback but very little research has been conducted utilising a student centred perspective and attempting to find how they view assessment feedback as part of the process of constructing knowledge. This study attempted to fill this gap and to ascertain the amount, form and frequency of feedback which learners desire from their teachers. Methodology: An analytical empircal approach was used in which a large sample of students were surveyd utilising a quantitative questionnaire of 50 questions concerning feedback. The student cohorts sampled contained a variety of students of various ages, educational backgrounds (undergraduate and post-graduate), ethnicity and location studying a variety of subjects. The answers from the questionnaire was analysed statistically and differences between student groups examined. Conclusions: The provision of timely, constructive feedback, even if it is critical or negative, is seen by the surveyed students to be of great importance to their learning and helping them to construct knowledge. It is something they appear to value, even above a mark or grade. This finding also appears to be true across all of the cultural groups surveyed, whose data is reflected in this study. These outcomes show the importance of assessment feedback and suggested that university teachers in whatever discipline or field should try to develop assessment criteria and provide specific, timely, quality feedback wherever possible.