This paper evaluates various feedback models utilised for summative assessment tasks for tertiary digital media students at the University of South Australia in Australia. The aim of this research project was to establish the advantages and disadvantages of each technique, and to determine which model provided students with more insight into their academic performance. In the first half of 2014, in the course "Design Language in Media Arts," three different summative feedback models were trialled: written feedback; audio feedback; and video feedback. 77 first year students participated in the learning experiment where a different feedback model was utilised for each of the three major assignments in the course. The three summative feedback techniques were evaluated at the end of the semester in the form of an online survey, which provided participating students with the opportunity to critically reflect on the learning experience. The findings of the study are discussed in light of the growing use of non-traditional feedback measures in higher education, and provide insight into the advantages and disadvantages of each model, from both student and staff perspectives.