Student voice in the development of assessment practices
Updated Feb 23, 2026
Assessment shapes what students prioritise, and whether learning feels fair. Student voice in higher education, involving students in the decision-making processes that affect their education, is increasingly central in higher education, yet assessment is often left out of the discussion. There are few examples of student voice in higher education assessment, and opportunities for input are often limited to retrospective opinions. While this allows some perspectives to be acknowledged, the voices of students currently taking the course are rarely considered. The absence of student voice in assessment can reinforce unequal power dynamics in the classroom and hinder equity. A 2020 study by Chase (Source) explores a practical way to include student voice within assessment practices in higher education.
Student voice in assessment is of particular interest in STEM fields. These disciplines are often high-intensity, with assessment practices frequently centred on traditional exams. Additionally, STEM classrooms often lack diversity and retention can be low, particularly for students from underrepresented groups. Bringing student perspectives into assessment design is one way to make expectations clearer and participation criteria more inclusive.
Deci and Ryan (2008) discuss the clear link between student motivation and student autonomy. In the context of assessment, student autonomy refers to students having opportunities to take part in the development of assessment criteria and methods. When students have a say in how they are assessed, they are more likely to see assessment as meaningful, which can support stronger learning outcomes.
Although the benefits of student involvement in assessment are clear (see the current understanding of student voice in assessment and feedback), there is a common concern that students do not have adequate content knowledge to successfully participate in its development. Chase addresses this criticism by involving students in designing the criteria used to evaluate classroom participation, an area where students have direct experience. Classroom participation is a key part of many STEM courses' assessment methods, but participation rubrics can be exclusionary when they do not account for students' diverse needs, preferences, and strengths. Including student voice in developing these criteria can be a practical first step towards a more equitable learning environment.
To investigate student voice within the development of higher education assessment methods in STEM, Chase carried out a study with a diverse group of undergraduate students. The study aimed to develop criteria that would be used to grade students' participation in class (see staff-student partnerships to enhance assessment literacy). Students took part in a discussion where they identified the skills they saw as key to participation. Following the establishment of these key skills, students created a list of behaviours that would demonstrate effective use of each skill. The final assessment criteria consisted of a collated list of behaviours that students believed represented participation. Importantly, students were not expected to display all of these behaviours; the list was intended to recognise different strengths and ways of contributing.
Students’ perceptions of autonomy and their attitudes towards assessment were monitored via surveys. Surveys were completed at multiple points throughout the study, and responses were distinctly positive. Many students emphasised that they felt respected and listened to, and their perceived autonomy in the classroom increased. Students also felt the process deepened their learning by helping them understand assessment and learning methods. A minority of students noted that the experience was difficult and uncomfortable. This reflects the traditional power imbalance within classrooms and highlights how unfamiliar it can be for students to take responsibility for their own learning. It also underscores the importance of involving students in learning and assessment development, so they can build skills that prepare them for learning beyond the classroom. In summary, including student voice in assessment development can increase motivation, deepen learning experiences, and support greater equity in higher education.
FAQ
Q: How can text analysis be utilised to enhance student voice in the development of higher education assessment methods?
A: Text analysis can play a crucial role in amplifying student voice by systematically reviewing and analysing student feedback, suggestions, and discussion contributions. This approach helps educators identify common themes (see the student feedback analysis glossary), concerns, and ideas across large volumes of student input. For example, analysing texts from student forums, surveys, or feedback sessions can reveal preferences for assessment formats, criteria, and feedback mechanisms. These insights can help tailor assessment methods that align with educational goals while resonating with student expectations and needs, fostering a more inclusive and participatory learning environment.
Q: What are the potential barriers to implementing student voice in assessment, and how can they be overcome?
A: Implementing student voice in assessment can face several barriers, including resistance from faculty who may doubt students' ability to contribute meaningfully to assessment design, logistical challenges in coordinating involvement, and the risk that only a narrow range of voices is heard. Overcoming these barriers requires a multifaceted approach. Educators and institutions can provide professional development to help faculty understand the value of student voice and how to integrate it effectively into assessment practices. Using structured frameworks that actively seek input from a diverse range of students can mitigate bias and improve inclusivity. Open dialogue, alongside technology that helps gather and analyse feedback, can also make the process more efficient and accessible.
Q: How does student voice in assessment impact equity in the classroom, particularly in STEM fields?
A: Student voice in assessment can strengthen equity by ensuring that diverse needs, preferences, and strengths are considered in evaluation. In STEM fields, where diversity and retention can be ongoing challenges, incorporating student voice can support a more inclusive environment that acknowledges different ways of learning and participating. This approach can demystify assessment criteria, making them more transparent and fair, and can reduce biases that might disadvantage certain groups of students. By enabling students to contribute to the development of assessment methods, educators can foster a sense of ownership and belonging, which is crucial for equity and for encouraging persistence in STEM disciplines.
References
[Source Paper] Chase, M. K. (2020). Student Voice in STEM Classroom Assessment Practice: A Pilot Intervention. Research and Practice in Assessment, 15(2).
[1] Deci, E. L., Ryan, R. M. (2008). Self-determination theory: A macrotheory of human motivation, development, and health. Canadian Psychology/Psychologie Canadienne, 49(3), 182-185.
DOI 10.1037/A0012801
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