Technology-enabled learning environments offer significant potential to support equity, diversity, and inclusion (EDI) in higher education, particularly within large-scale online and asynchronous modules where traditional assessment design often struggles to accommodate diverse learner needs. However, achieving meaningful inclusion at scale requires more than the adoption of digital tools; it demands intentional pedagogical design (Biggs et al., 2022; Kandlbinder, 2014) that promotes participation, flexibility, and student agency across large and diverse cohorts (Cook-Sather & Loh, 2023; Karen D. Könings & Ramani, 2021; Nahar & Cross, 2020).

This study investigates how the intentional integration of technology, curriculum design, and student co-creation can support EDI outcomes in large-scale online higher education modules. Specifically, it presents the design, implementation, and mixed-methods evaluation of the FACCtS (Formative Assessment Co-Created with Students) framework, which positions students and instructors as partners in the formative assessment design process. Students contribute questions, critique assessment items, and engage with peer-generated content, while instructors act as facilitators providing scaffolding and quality assurance.

The approach was implemented in a large multidisciplinary undergraduate module on data literacy and analytics, delivered in an online asynchronous format to a highly diverse cohort spanning 15 undergraduate programmes, with over 2,000 students enrolled annually (Abgaz, 2026; Abgaz & Dunne, 2023). Drawing on Universal Design for Learning (UDL) principles (CAST, 2018; Farrell, 2021), formative activities were designed to offer multiple means of engagement and representation: students could engage flexibly in terms of timing (asynchronous, self-paced access), question type (multiple choice, drag-and-drop, fill-in-the-blank, true/false), immediate automated feedback, and student agency through co-creation of assessment content. Crucially, while UDL implementations are typically instructor-designed, the FACCtS framework extends student agency beyond participation into assessment design itself — a contribution to inclusive assessment practice.

The technological infrastructure consisted of Loop (Dublin City University’s Moodle-based VLE), H5P interactive learning tools, and learning analytics. Loop provided the central platform for accessing materials, submitting formative contributions, and engaging with assessment activities. H5P enabled the creation of interactive learning objects — quizzes, scenario-based tasks, and game-like activities — that support immediate feedback and iterative learning (Llerena-Izquierdo & Zamora-Galindo, 2021). Together, these tools enabled highly interactive content while supporting flexible engagement patterns suited to students with varied disciplinary backgrounds and prior knowledge.

A mixed-methods evaluation was conducted across two consecutive academic years. Quantitative data were collected through platform analytics, activity participation metrics, and student surveys, while qualitative data from open-ended survey responses were analysed using thematic analysis. This combination enabled examination of both behavioural engagement patterns and students’ perceptions of the learning experience.

Findings indicate that the FACCtS approach supported inclusive formative assessment practices at scale. Platform analytics showed high rates of student interaction with H5P activities and co-created assessment tasks across the full cohort. Students reported that immediate automated feedback helped them identify misconceptions and reinforce understanding, while flexible asynchronous access was particularly valued by students with varied schedules and prior knowledge levels. Qualitative themes highlight how co-creation of assessment questions supported metacognitive reflection and deepened conceptual understanding, with game-based elements contributing to sustained motivation and engagement.

This study demonstrates how the strategic combination of EdTech platforms, UDL-informed design, and student co-creation can operationalise inclusive formative assessment in large-scale digital higher education environments. The FACCtS framework offers a replicable model for institutions seeking to move beyond surface-level tool adoption towards genuinely participatory and inclusive assessment design.

Key words: Formative assessment, student co-creation, UDL, intentional design, EdTech

References

Abgaz, Y. (2026). An Integrated Framework for Interactive and Inclusive Asynchronous Online Learning at Scale: Data Literacy in Higher Education. Education Sciences, 16(4). https://doi.org/10.3390/educsci16040639

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