How can students play a bigger role in their learning? That is the question Alieke van Dijk explored in her SUTQ project. By involving students in formulating assessment criteria, she aimed to boost their autonomy, motivation, and ownership over their learning. A concept central to UT’s focus on student-driven education.
A collaborative approach to assessment
Alieke tested two-course designs where students actively helped shape the assessment process. The approach was impactful. At the start of the course, students worked in groups to identify criteria they felt were important for meeting the assignment’s objectives. Examples of past assignments and guiding categories helped them get started. Students voted on the most relevant criteria, which formed the first version of the rubric. This was followed by a teacher-led session where students discussed improvements to clarify and fine-tune the criteria.
Students applied the improved rubric during peer feedback sessions on their draft assignments. Based on their experiences, they suggested final refinements, leading to a rubric used for formal assessment.
What did the project reveal?
Students responded positively to being part of the process. They felt more engaged and experienced a greater sense of ownership and autonomy in their learning. Interestingly, Alieke found that more guidance doesn’t always help. While students initially asked for more support, too much structure felt restrictive to their creativity. The first design, which offered slightly less guidance, led to higher levels of intrinsic motivation and autonomy. Finding the right balance remains a challenge. But the results show that involving students in meaningful decisions can make a real difference.
Takeaways
Alieke’s project confirmed that students appreciate it when teachers involve them in shaping their education. Their feedback, when gathered during the course rather than after, provides valuable insights into what works and what doesn’t. Students have a clear idea of what they need to succeed and are eager to share it when given the chance. From her peers, Alieke learned to think outside the box. “Your initial ideas might be nice ones, but it is helpful to discuss with your colleagues what their experiences are and what further to consider.” It helped her to become more practical and concrete in her designs, considering different contexts and outcomes.
Challenges and surprises
At first, some students were sceptical, questioning whether the project aimed to reduce assessment complaints. Alieke tackled this by being transparent about her goals from the start. To her surprise, students were enthusiastic about participating in focus groups after the course, offering honest and useful feedback that helped refine the design further. The approach is still used in Alieke’s course, and students continue to appreciate their role in co-creating assessment criteria. The project has even inspired internships and thesis topics, showing that student-driven learning remains a hot topic for exploration.
Advice for future SUTQ participants
“When selecting a topic for your SUTQ, talk to your students to know whether they share your ideas and if they need improvements. Having student input to support and fuel your project is helpful and supportive.”
