Students' Co-Ownership of Summative Assessment Marking Criteria Towards a More Democratic Assessment in Higher Education.

Abstract

This chapter focuses on the second iteration of a longitudinal action research project that culminates in students acting as partners in the assessment process by co-creating their summative assessment marking criteria. The research argues that the co-ownership of marking criteria increases assessment literacy and helps students to understand how their assignment will be marked. The research limitations are presented, and future research pathways are defined. The findings are analyzed from a social-constructivist and critical pedagogy window. The research concludes that actively engaging students in their assessment leads to an enhanced learning experience and creates space for a more democratic assessment in the classroom.