A participatory approach to group assessment

The utilisation of group assignments and peer marking have consolidated their position as official means of assessment, yet are often subject to complaints of unclear expectations, unequal contributions, and inconsistent marking processes (Ajit et al., 2019). Existing research highlights concerns in traditional peer assessment tools, including students’ emotions associated with perceived unfairness (Forsell et al., 2021). This research, grounded in inclusive pedagogy, will pilot a participatory approach where students co-create group assessment rubrics. By centring student voices, the project seeks to improve the clarity, and perceived fairness in group work, contributing to enhanced engagement among learners.