Collaborative design of assessment criteria to improve undergraduate student engagement and performance

Laura J. Leslie*, Paul C. Gorman

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review


Student engagement is vital in enhancing the student experience and encouraging deeper learning. Involving students in the design of assessment criteria is one way in which to increase student engagement. In 2011, a marking matrix was used at Aston University (UK) for logbook assessment (Group One) in a project-based learning module. The next cohort of students in 2012 (Group Two) were asked to collaboratively redesign the matrix and were given a questionnaire about the exercise. Group Two initially scored a lower average logbook mark than Group One. However, Group Two showed the greatest improvement between assessments, and the quality of, and commitment to, logbooks was noticeably improved. Student input resulted in a more defined, tougher mark scheme. However, this provided an improved feedback system that gave more scope for self-improvement. The majority of students found the exercise incorporated their ideas, enhanced their understanding, and was useful in itself.
Original languageEnglish
Pages (from-to)286-301
Number of pages16
JournalEuropean Journal of Engineering Education
Issue number3
Early online date14 Mar 2016
Publication statusPublished - 4 May 2017

Bibliographical note

This is an Accepted Manuscript of an article published by Taylor & Francis in European Journal of Engineering Education on 14/3/16, available online:


  • assessment design
  • marking matrix
  • student-centred
  • mechanical engineering
  • logbook


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