The paper presents research findings on students' experiences of the provision both of guidance and feedback, and with respect to examinations as well as coursework assignments. A first- and a final-year bioscience course unit were surveyed in each of three contrasting university departments. The resulting dataset comprised 782 completed student questionnaires and 23 group interviews with a total of 69 students. Although the questionnaire data provided a robust overall picture of the students' perceptions of guidance and feedback across the six units, the interview data made possible a much finer-grained analysis of their experiences. At the core of this analysis was a guidance and feedback loop, within which six interrelated steps have been picked out, beginning with the students' prior experiences of cognate assessments and closing with the potential of what has been learned from a given task to feed forward into subsequent work. By pinpointing potential troublespots, the framework can serve as a valuable diagnostic as well as analytical tool. (Contains 1 table, 4 figures and 2 notes.)