Perceptions of Assessment Optionality and Co-Designing Inclusive Choice-Based Assessment in a UK University

Assessment optionality is gaining attention in higher education as part of a wider shift toward inclusivity and student-centred pedagogy. Despite this growing interest, limited empirical evidence exists regarding how optionality in assessment is perceived, understood, and approached by key stakeholders. The research aims to explore the perceptions of students and academics towards optionality in assessment, and to co-design a choice-based assessment task using semi-structured interviews and focus groups. Through co-creation workshops with staff and students, a choice-based assessment model will be co-designed and piloted. The findings will contribute to evidence-informed practices and guide the institution in designing flexible, equitable, and student-centred assessment strategies.