Abstract
The context in which learning takes place, or learning environment, is pivotal to a positive learning experience for students. Although numerous studies have established strong links between a positive learning environment and a range of student outcomes, far less research has examined how teachers might establish such an environment. Amidst growing acknowledgment that opportunities for the co-construction of learning and assessment design could provide a means of developing a more positive learning environment, this case study examined one such journey. Using a case study approach, we argue that student feedback involving a learning environment survey provides a valuable starting point for including students in co-construction and classroom improvement. Our findings indicate that teachers can improve the learning environment by involving students in meaningful co-construction through open tasks.