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Tom (pseudonym) was an international undergraduate student with a rare visual disability, known as cone dystrophy. His appearance was that of a normal person but variations in light greatly influenced his vision. During his first two years at a university in Australia, Tom had particular difficulty making sense of assessment and feedback. His perceptions, struggles and strategies are presented here as a narrative, primarily in his own words. Tom's interactions with academics were strong contributors to his mostly negative perceptions about assessment and feedback. Key influencers were his cultural background, his approach to feedback, and his own expectations of the role feedback should play. An analysis of four in-depth interviews and a written response of this student's attitudes, needs and issues demonstrate how academics, university stakeholders and experts in assessment and feedback can develop a raised awareness of, and sensitivity to, specialised ways of assisting international students with disabilities. A greater exploration and unpacking of these students' individual needs and difficulties is suggested in the process of understanding feedback and assessment in a new academic context. [ABSTRACT FROM AUTHOR]

Feedback is an essential aspect of enhancing learning. Most studies have used traditional research methods to capture students' perceptions of effective feedback. Little attention has been paid to what emotions are triggered by feedback and when these emotions are elicited. This paper explored feedback using an electronic log (e-log) to capture multiple feedback events experienced by international students. These events were then explored in a semi-structured interview. An account of the development and implementation of the e-log is included in this paper. Using an interpretivist approach, we analysed students' emotional responses to feedback. The role of emotions in feedback and learning is studied from a socio-cultural perspective. Findings revealed students had a range of complex and dynamic emotional responses to feedback. Three case studies are presented to further explore this complexity. Students' emotions were associated with the self, information on feedback messages, or lack of familiarity with feedback practices. Emotions triggered by feedback influenced students' practices and construction of their new identity in the new academic environment. [ABSTRACT FROM AUTHOR]