Typically, assessment is conducted at the end of a unit or period of teaching, with the students often ‘kept in the dark’ until the assessment is introduced. This often makes it difficult for students to know when, why, and how they are being assessed. Making the assessment process more open and transparent for students can greatly improve their learning. Partnering with students in the co-design of assessment rubrics can increase the relevance and meaningfulness of the assessments, which can lead to an increased quality of the learning experience for students. This workshop is based on a project where this initiative was conducted at the tertiary level. A group of teacher educators worked with a group of student representatives to involve an entire cohort of HPE pre-service teachers (PSTs) in developing a rubric for assessing their work. The project led to the students developing a deeper level of assessment knowledge and the improvement of their authentic assessment practices. This project takes the lessons learned from this project to teach HPE teachers how to engage in this same assessment initiative with their students. We ( a group of teacher educators and PSTs) will model an assessment example and then work with participants to develop a rubric from scratch. We hope that this workshop will provide hands-on experience in how to co-develop HPE assessment rubrics with students and a multitude of resources for teachers to engage in this process in their classroom.