Motivation and Engagement in Co-Created Assessment: Insights from Students as Pedagogical Partners

This study investigates students’ motivation and engagement when participating as pedagogical partners in co-creating assessment rubrics for English language learning. Grounded in self-determination theory, this research explores how students’ sense of autonomy, competence, and relatedness influence their motivation to engage in co-created assessment practices. Data was collected from 143 undergraduate students at a university in Dubai. Findings showed generally positive perceptions of autonomy, with many students valuing opportunities to contribute ideas to assessment design and reporting that co-creation enhanced their ownership of learning. Students also believed that co-created assessments improved their understanding of learning objectives. Students reported that co-creation clarified expectations, reduced anxiety, and allowed them to develop broader academic and soft skills. Despite these benefits, unfamiliarity with assessment design at times hindered effective participation. These findings suggest that co-created assessment can strengthen motivation by enhancing competence, autonomy, and relatedness, but it is also important for the students to have clear guidelines to support meaningful student involvement.