A student's experience of assessment has an important determining effect on the way in which they approach learning. This case study examines students' experience of assessment and feedback in a biomedicine degree programme. A mixed-method approach combined with an assessment audit and an analysis of formative assessment use provided a holistic view of students' experience of assessment and feedback across years 1-3 of the degree. The Assessment Experience Questionnaire was utilised together with data from open-ended narrative responses to give insight into students' assessment and feedback experiences. Students (N = 960) reported diverse views about their experiences of assessment across the three years. Third-year students rated their assessment experience significantly lower than did second-year students but not as low as did first-year students. Analysis revealed significant differences in six of eight subdimensions between year 1 and year 3. The trend was downwards, with third-year students reporting lower agreement for the categories of 'Quantity of effort', 'Coverage of syllabus', 'Use of feedback', 'Appropriate assessment', 'Clear goals and standards' and 'Overall satisfaction with the course'. An assessment audit revealed a high assessment load and high dependence on exams. Frequent assessment schedules were seen as positive and formative assessments were utilised by most students. A major issue was a lack of clarity concerning goals and standards for assessments. To enable an improvement in the student experience of assessment and feedback, a dialogue about assessment tasks involving good clear communication between teachers, policy makers and students is needed.