Co-Creation and Partnership in Assessment Design. In K. Katsampoxaki-Hodgetts, T. O'Mahony & C. Weaver (Eds.), Inclusive Assessment Design in Higher Education. Feedback, Partnership and AI-Supported Design, (pp. 59-70)

This chapter examines student partnership in assessment design as simultaneously a philosophy of engagement, a social justice imperative, and a practical pedagogical strategy. Drawing on a comprehensive review of the partnership pedagogy literature, the chapter maps the spectrum of assessment partnership practices - from flexible and choice-based assessment through to the co-creation of rubrics, weightings, and entire assessment schemes - and argues that the level of partnership matters for both inclusivity and impact. A central conceptual argument is that the real value of co-creation lies not in the product it generates but in the democratic process of negotiating standards itself. This process view has direct implications for design, as it means the co-creation process must be repeated with each new cohort rather than inherited from a previous one. The chapter concludes with a case study from Munster Technological University, in which 132 first-year students collaboratively developed a presentation assessment rubric for a Sport Psychology module. Survey findings indicated strong student engagement, ownership, and clarity of expectations, providing empirical support for whole-class co-creation at scale. This chapter appears in: Katsampoxaki-Hodgetts, K., O'Mahony, T., & Weaver, C. (Eds.). (2026). Inclusive Assessment Design in Higher Education: Feedback, Partnership, and AI-Supported Design (pp. 59–70). DiSigma Publications.