Lesson 6 – Co-creation
Examine your assessment once again.
How much influence do your students have over how they show their learning?
Could you give them more opportunities to take the lead? Could they help create the grading criteria, suggest project ideas, or choose topics that matter to them?
Co-creation is about bringing students into the process and asking them what matters — what do they think is worth assessing? Involving learners in the design of assessments means providing them with a say in how they are assessed; they can bring different perspectives, strengths, and experiences into the process.
Co-creation can apply to things like the structure of the assignment itself, how to achieve the expected learning outcomes of the assessment, and even rubric criteria.
For example, after noticing that some students struggled with written assignments, an instructor added an option for students to submit a visual project to demonstrate their learning. By giving students meaningful choices in how they demonstrate their learning and allowing them to select a topic and determine the format, their autonomy, sense of ownership, and sense of belonging are increased.
When students participate in designing assessments, learning becomes a collaborative process. Instead of simply completing predetermined tasks, students engage in a discussion about how to demonstrate their learning (Carless & Boud, 2018; Nicol & Kushwah, 2024).
Co-creation is about giving students the space to think for themselves. This means stepping away from rigid structures and letting them have a say. When students help shape assessments, they make decisions about how to demonstrate their learning. This builds confidence, encourages critical thinking, and gives students a sense of ownership over their education (Bovill, 2020).
Choose one learning outcome from your course. Brainstorm with students to identify ways this outcome can be demonstrated in a real-world application.
Consider: What qualifies as a current and relevant authentic assessment? Who do you need to consult with (Industry experts, literature, Program Advisory Committee, etc.)?
Co-design an assessment with students that brings that real-world connection into the classroom. Options could include:
- A case study based on current events.
- A project that solves a real-world problem.
- A simulation or role-play exercise.
Reflect on the impact: How could this change the way students engage with the material?
Explore the following tabs for more strategies that engage students in co-creation.
In a history course, students choose how to showcase their learning through essays, podcasts, or creative projects. The result? Genuine engagement because students have a say in how they demonstrate their knowledge. (Tai et al., 2021). Instead of asking students to write an essay or test, invite students to communicate their ideas in the formats they will use in their future careers, such as proposals, reports, plans, presentations, or marketing materials. You may also consider allowing students the option of submitting an assignment using their choice of format (e.g., a report, a video, a podcast, a visual project, or a hands-on demonstration).
In nursing programs, students build a major assignment in stages. They submit an outline, then a first draft, followed by peer review and instructor feedback, before submitting a final version. Each step supports reflection and improvement. Students come to see revision as part of learning (Nicol & Kushwah, 2024). If you scaffold an assignment that mimic tasks from real jobs, like writing a policy brief, responding to a client request, or drafting a business plan, you can take students through the step-by-step process of authentic, real-world challenge that prepares them for their careers after graduation. Fink (2013) adds that students should be asked to “negotiate a complex task” and “solve unstructured problems [that] involve more than following a set routine or procedure or plugging in knowledge” and scaffolded assignments allow for that (p. 96).
Instead of waiting for instructor comments, students write self-reflections and offer peer feedback before they get formal grades. This shifts feedback from a passive exercise to an active process of self-awareness and critical thinking. (Nicol & Kushwah, 2024). Have students step into a professional role and present solutions and give feedback as if they were talking to a boss, client, or government official – in that way, they will practice workplace skills relevant for their careers after graduation.