Co-creation examples

Co-creation in assessment in a large undergraduate course  

Biomedical sciences, UG (Year1) 

In the course Medical Biology 1, (250+) undergraduate students were able to choose the Facilitated Group Discussion (FGD) content and the weightings of the related assessments via whole-class Wooclap voting sessions. The course organiser provided briefings for four different FGD topics during the second lecture and students were asked to vote for their favourites during the third lecture. The two topics with the most votes were selected (one per FGD session). Students were also provided with different weighting options for the related assessment (two written reports, combined worth 25% of the course mark). The option with the highest number of votes was implemented. The class voting sessions have been particularly well received with 95% of students taking part, one student commented: 

“I really liked being able to choose the topics and the weightings for the FGD, this has also increased my engagement as I have felt in control of my own learning.” 

Offering choice to students in deciding what to learn and how to be assessed led to a drastic reduction in the number of coursework non-submissions (3% non-submissions in 2025 and 2024 vs 22.5% in 2023; 16% in 2022). 

For more info, please contact Celine Caquineau, Edinburgh Medical School c.caquineau@ed.ac.uk 

Co-creating assessment rubrics in a large undergraduate course 

Biology, UG (Year 1) 

We co-create an assessment rubric in our large compulsory first year biology course during our creative group assessment. Students are supported by staff to engage with assessment rubrics during one formative and one summative group assessment during the first four weeks of university. Students are then presented with a partially blank rubric showing the four components on which they are being assessed as columns and grades (A, B, C and pass) as rows, but with descriptive comments for each grade present for only one of the four criteria. Within their groups students suggest wording for the remaining nine blank boxes. Staff then review the comments and use amalgamations of students' own words to populate the final assessment rubric. This is available for at least one week before the assessment event at which students use it to mark each other's work. 

The rubric co-creation encourages students to engage with assessment criteria which helps to demystify the assessment process, particularly for less educationally experienced students. Co-creating and then using their own assessment rubric for peer marking helps to build assessment literacy. Students commented 'The opportunity to evaluate each other’s work not only allowed us to appreciate our peers' creativity but also helped us learn from their approaches' and “The peer assessment aspect was particularly valuable, as it taught me critical evaluation skills. By analyzing what made certain presentations effective and identifying areas for improvement, I gained a better understanding of how to constructively assess'. 

Contact details: Prof. Heather McQueen, h.mcqueen@ed.ac.uk  

Co-creating in group work 

Biology, UG (Year 1) 

We co-create learning during our large compulsory first year biology course by our creative group assessment. Students are supported by staff to work effectively in groups of 6 to design, build and present a creative piece of their free choice about any aspect of biology. The presentations are marked by both staff and students at a creative event during week 6 of the first semester, at which other groups of students also provide written feedback. The assessment is worth 5% of the course mark. 

The group-work and creative event allow us to establish community and build social connections during the transition to university. Students commented 'We were all very supportive and showed great enthusiasm when viewing groups' presentations. It felt like we were all supporting each other, which created a true sense of community’ and '...the staff organised the session in such a way that everyone felt included and appreciated'. The assessment provided the students with agency while the event brought real joy into learning. One student commented 'I liked that the session gave us all free reign to do whatever we wanted creatively and meant that people could have fun whilst still engaging in the course content.'  

Contact details: Prof. Heather McQueen h.mcqueen@ed.ac.uk  

For more info, please contact Neneh Rowa-Dewar, EFI neneh.rowa-dewar@ed.ac.uk   

Clinical Education, PG 

The MSc Clinical Education has a 20 credit course with no content, designed to allow students to think about controversial or difficult areas of clinical education as they relate to their own practice. The course is self-directed: with students deciding what they want to study and how to manage their own time. 

Students and staff work together to develop individual proposals and assessments are by means of a presentation to those on the course and the production of a position paper on the topic of interest. 

Students report that they value the opportunity to explore personally relevant topics and learn from the work of fellow students. 

For more information, please contact Magdalena Cerbin-Koczorowska, clinicaleducation@ed.ac.uk.