Piloting the SHARP Assessment Cycle: An Iterative Framework for Co-Creating Assessments Through Real-Time Student Voice

Zeenat Soobedar de Villeneuve

MPRA Paper from University Library of Munich, Germany

Abstract: Assessment in higher education often suffers from a critical disconnect where student feedback benefits future cohorts rather than current participants. This study presents SHARP (Strategic, Holistic, Adaptive, Reflective, Process), a systematic framework for embedding real-time student voice into assessment design. SHARP was piloted across three mathematics tests with 246 students at a foundation-level UK university programme using a mixed-methods quasi-experimental design. Post-assessment surveys from 108 students captured perceptions of fairness, clarity, and engagement before grade release. Quantitative analysis revealed statistically significant improvements in clarity ratings, from 3.98 to 4.44 (Cohen's d = 0.51, p = 0.03), whilst fairness perceptions rose from 70.3% to 96.0%, and 100% supported continuing the process. Quasi-experimental comparison with historical controls demonstrated 73% reduction in assessment volatility (Volatility Index: 1.54 to 0.41). This pilot demonstrates SHARP's potential as a transferable framework for student-informed assessment practice, though replication is needed to establish broader generalisability.

Keywords: assessment design; co-creation; higher education partnership; inclusive assessment; student voice (search for similar items in EconPapers)
JEL-codes: A2 A21 C14 (search for similar items in EconPapers)
Date: 2025-09-01, Revised 2026-02-18
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