Constructing Student Voice in Co-Designed Assessment Tasks: A Phenomenological Inquiry

Abstract

Integrating student voice in assessment design is increasingly promoted as a democratic and inclusive educational practice. This phenomenological study explores how secondary students experience and interpret their involvement in co-creating assessment tasks. Data were collected through in-depth interviews with 18 students from four high schools engaged in co-assessment initiatives. Analysis revealed three essential themes: empowerment through ownership, negotiation of academic authority, and tension between creativity and accountability. Students reported increased motivation and self-efficacy when their input shaped the assessment criteria or formats. However, they also described ambivalence when navigating teacher expectations and curriculum constraints. The study sheds light on how co-designed assessment can serve as a pedagogical tool for fostering agency and deeper engagement, while also requiring thoughtful scaffolding to balance structure and autonomy.