A Model of Assessment co-creation in Technology-Enhanced Learning Environments in Higher Education

Oct 15, 2026

Participatory design-based research develops a co-creation model for assessment within Technology-Enhanced Learning Environments (TELE) in tertiary education, focusing on co-design between professors and students. The study is organized into four phases with five stages and two iterative design cycles, using a mixed-method approach comprising systematic literature review, semi-structured interviews, and student surveys. The resulting model differentiates four dimensions—characterization, co-creation, reflection, and technology—showing technology’s pervasive role across stages.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages10

Reading Time25 min

AccessFree to download

Abstract

Introduction

Co-creation models

A Model of Assessment co-creation in Technology-Enhanced Learning Environments in Higher Education Jennifer Saray Santana Martel 1,* , Adolfina Pérez Garcias2 1 Universidad de Las Islas Baleares, Spain, [santanamartel@hotmail.com](santanamartel@hotmail.com) , [https://orcid.org/0000-0001-7440-3927](https://orcid.org/0000-0001-7440-3927)[ ](https://orcid.org/0000-0001-7440-3927)2 Universidad de Las Islas Baleares, Spain, [fina.perez@uib.es](fina.perez@uib.es) , [https://orcid.org/0000-0002-1863-375X](https://orcid.org/0000-0002-1863-375X) ABSTRACT This paper presents a participatory design-based research that aimed to create a model of co-creation in the curriculum in Technology-Enhanced Learning Environments (TELE) in tertiary education, specifically to co-design assessment between professors and students. This qualitative research followed four phases divided into five stages with two iterative cycles of design and re-design. Accordingly, a mixed method approach was used to collect the data: systematic literature review, semi-structured interviews, and student surveys. As a result, the model highlights and distinguishes four different dimensions: characterization, co-creation, reflection, and technology. The initial three dimensions are depicted in chronological order, while the fourth dimension is pervasive throughout all preceding stages. Furthermore, we depicted how technology is present throughout the co-creation process, delineating its role in each dimension distinctly. In conclusion, this model expands the basis of co-creation in the curriculum literature and provides tools for practitioners to innovate in their academic contexts , enabling student involvement in their own learning journey through co-creation. Further research in this field should be carried out, so we intend to apply this research to other fields of study and educational levels, contexts, and situations. KEYWORDS: Assessment; co-creation; model; higher education; TELE 1 INTRODUCTION Twenty-first-century higher education students are generally digital natives, and consequently, they are used to participating in practically all areas of their lives. Kalantzis & Cope (2010) called them Generation P due to their participatory capacity. The authors explained that with the birth of Web 2.0 students became content generators and thus, they have gone from passive agents to active ones. Furthermore, Solano-Fernández et al. (2021) pointed out that students are a reflection of today’s societal changes and so, university lecturers face challenges regarding this changing society along with the competences students need to acquire to cope with it. In addition, students are expected to acquire both 21st-century skills and digital ones: information management, critical thinking, creativity, problem-solving, collaboration, communication, technical, self-direction, lifelong learning, ethical awareness, and flexibility (Van Laar et al. , 2017) . As a result, there has been a proliferation of active methodologies, which enable comprehensive learning as they help students to gain knowledge, acquire and/or strengthen competences, and become aware of their responsibility in their learning process (Martínez-Sanz, 2022) . From the variety of these methodologies, only a few approaches attempt to engage students in their learning process through active collaboration between them and their professors: Students’ voice (Blau & Shamir-Inbal, 2018), participatory design (Sanders & Stappers, 2008), staff-student partnership (Deeley & Bovill, 2017), students as partners (Healey et al. , 2014), learning co-design (SantanaMartel & Pérez-Garcias, 2020) and co-creation of learning and teaching (Bovill, 2020) . All these terms have been used interchangeably (Santana-Martel & Pérez-Garcias, 2020) . Nonetheless, Bovill (2020) emphasizes that staff-student partnership, students as partners, and co-creation of learning and teaching imply a greater level of students’ engagement

FAQs

What is the main goal of the research paper?

To create a co-creation model for assessment in Technology-Enhanced Learning Environments (TELE) in higher education, co-designed between professors and students.

How was the research conducted?

It followed four phases with five stages and two iterative design-re-design cycles, using systematic literature review, semi-structured interviews, and student surveys.

What dimensions does the proposed co-creation model include?

It highlights four dimensions: characterization, co-creation, reflection, and technology, with the first three presented chronologically and technology running throughout the process.

Oct 15, 2026

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