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

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  • Soobedar de Villeneuve, Zeenat

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.

Suggested Citation

  • Soobedar de Villeneuve, Zeenat, 2025. "Piloting the SHARP Assessment Cycle: An Iterative Framework for Co-Creating Assessments Through Real-Time Student Voice," MPRA Paper 129335, University Library of Munich, Germany, revised 18 Feb 2026.
    • Handle: RePEc:pra:mprapa:129335
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    JEL classification:

    • A2 - General Economics and Teaching - - Economic Education and Teaching of Economics
    • A21 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Pre-college
    • C14 - Mathematical and Quantitative Methods - - Econometric and Statistical Methods and Methodology: General - - - Semiparametric and Nonparametric Methods: General

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