Assessment and feedback approaches can be influential factors on the students learning and engagement throughout their university experience. However, the assessment and feedback practices used across higher education often represent a more procedural focus to maintain the status quo. There is a continued overwhelming emphasis on summative assessment, which also translates into a dominance in one-way feedback practices across academic disciplines and institutions. Dialogic feedback is making inroads into current practices but is not yet widespread and often forgoes the research suggesting the positive impact it can have on learning, student attainment, engagement and attendance. Higher education’s focus on graduate attributes is proliferating the curriculum, with authentic and integrative assessment being more and more prominent in the course design and implementation. With the increased emphasis on digital skills and the recent Covid-19 global pandemic, this has undoubtably risen up the agenda and will play an even increasing role in the future construction of curriculum, but this research highlights the need for synthesis between these elements. Assessment and feedback practices are often disjointed and limit the possible impact on student attainment and engagement as a result, whilst also being summatively focused and weighted at the end of a module/programme.