Feedback in higher education is a marginal topic, especially in the German higher education area. How can feedback be designed to help students in their formative development, i.e. to focus on the ongoing learning process without discouraging them? How can feedback to teachers be designed so that they can derive clear instructions for the structural or didactic design of seminars? We are addressing this question as part of the BediRa higher education development project, which focuses on the relationship between teachers and students. In the paper, we address the possibilities that arise for teachers and students through a co-creative feedback process and describe this using the example of a seminar structure. We ask the question, how do students perceive these opportunities for co-creation? Do they consider them necessary? How does this form of participation influence their personal learning behaviour and learning success? And how do both students and instructors assess the effort and feasibility of this approach? The empirical basis for this is a questionnaire that we designed ourselves to collect feedback experiences. The results indicate that students perceive the co-creative approach as valuable for their personal development and for shaping the learning experience — an assessment shared by the teachers. Therefore, it makes sense to continue to engage with and research the students-as-partners approach and systematically integrate it into your own teaching practice.

Keywords: Students as Partners (SaP), feedback, student participation.