This article examines how undergraduate students on arts and humanities courses experience assessment and feedback. The research uses a detailed audit, a specially devised questionnaire (the Assessment Experience Questionnaire), and student focus group data, and the article examines results from 19 programmes, comparing those from "arts and humanities" courses with those from "other" programmes to give a sense of the particular characteristics of assessment and feedback for arts and humanities students. Findings indicate that teachers in the arts and humanities should focus on ensuring that students understand goals and standards, particularly by giving feedback often and in time for application to other learning activities and assignments. The evidence that this type of research provides can help programme teams evaluate whether intended learning outcomes are being achieved and decide on any pedagogical interventions required. (Contains 3 tables.)