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This study examines what students most want as an outcome of the assessment process. And what they want is informative feedback. Feedback is an essential part of the assessment process and is vital for student learning. Nevertheless, there is little research on the perceptions of vocational teachers and trainers on the purposes and value of feedback for their students. This study surveyed a group of teachers and HRD [human resource development] professionals all studying for an education degree as to what type of feedback they preferred and how and when this feedback should be delivered. The results of the survey showed that, on average, students wanted quality feedback from their teachers that was timely, set against predefined, relevant criteria and delivered either in writing or face-to-face. Those surveyed also thought that quality feedback was a necessary factor for effective learning and that both positive and negative feedback was valuable. Constructive feedback was perceived to be more valuable than either grades or marks. These results revealed the strength of the teachers' and trainers’ needs concerning the provision of quality feedback.