‘Entering a Forbidden Territory’: Co-Creation of Assessment Marking Criteria

Advancements in active learning methods necessitate transparent and continuous dialogue between learners and educators to align and reconcile differing expectations. This study investigates the co-creation of assessment marking criteria in higher education, emphasising the pedagogical value of involving learners in collaboratively designing rubrics with teachers. The research explores how co-creation fosters student engagement, critical thinking, and shared ownership of valuable active learning opportunities. Conducted following a postgraduate module, the study analysed learners’ experiences of co-creating a marking rubric and employed a qualitative methodology involving module evaluations, focus groups, and interviews with participating learners. Four key themes emerged from the data on student perceptions of co-creating a marking rubric in that they: provided novel learning experiences, enhanced agency and creativity, strengthened the sense of community, and improved clarity of assessment expectations for authentic assessment. Benefits and challenges in rubric co-design and implementation are discussed within each of these themes. Findings reveal that 82% of participating learners reported a greater understanding of assessment criteria, with several describing the co-creation process as transformative and one likening the experience to ‘entering a forbidden territory’. The collaborative development of the rubric promoted inclusivity, deepened assessment literacy, and enhanced learners’ confidence and motivation. Findings also suggest that the experience of co-creating the marking rubric may have contributed to higher student achievement in the associated summative assessment task. The research demonstrates that co-creating assessment rubrics can not only enhance academic performance but also build a more inclusive, student-centred educational environment. These findings support broader implementation of co-creation practices as a means to enrich active learning and foster collaborative academic communities.