This paper reports on an action research project into the development of a "democratic feedback model" with students on an education studies programme at a post-1992 university in the UK. Building on work that has explored the dialogic dimensions of assessment and feedback, the research explored the potential for more "democratic" practice in this area. Although much learning and teaching on the programme in question took a collaborative and dialogic approach, assessment and feedback were modelled entirely differently, around the concept of an "expert" marker and "novice" marked. The findings of the research indicate the elements necessary for "democratic feedback", and illustrate the emotional impact of moving from more transmission-based models, grounded in notions of expertise, towards democratic practice. They also highlight the ways in which such work can alert students to the imperfect, messy and human nature of the assessment process. Although the model has limited applicability in its extant form, its constitutive elements might be usefully incorporated within existing practice to promote democratic learning.