This study investigated whether emoji and multimedia delivery in online assessment feedback influenced student perceptions of the marker. Undergraduate students (N = 296) read a faux essay and viewed associated feedback emulating the comments students might receive in higher education. Feedback was manipulated using a 2 (emoji: no, yes) × 3 (medium: written-only, written plus audio, and written plus audio-visual) between-groups design. There were no main effects for the emoji manipulation. However, audio-visual feedback produced higher perceptions of marker intelligence and honesty-humility. In addition, the effect of emoji depended upon medium such that in feedback without emoji, perceptions of marker emotional stability and conscientiousness were lowest for audio feedback and highest for audio-visual feedback. Overall, results revealed that feedback medium and paralinguistic emotional cues interact to influence perceptions of the marker. Educators should consider how this interconnection may affect student engagement with the feedback process when delivering assessment feedback online.