This article presents a descriptive and Co-Constructive Approach to feedback related to performance in the interpersonal mode of communication on the Integrated Performance Assessment (IPA). The goal of this research study was to describe the discursive features of effective IPA feedback. To this end, critical discourse analysis of a feedback session between a teacher and one student is presented and discussed. Based on this analysis, the discourse features of feedback that encourage self-reflection and self-regulation are extrapolated. Characteristics for effective feedback are presented to serve as guidelines for teachers implementing the IPA in their classrooms. (Contains 1 figure and 4 notes.)