Abstract
The use of collaborative, playful LEGO® modelling activities in the higher education classroom is a memorable approach which helps students make connections in their learning by facilitating engagement and critical discussion with peers. Here we evaluate the use of LEGO® Serious Play® (LSP), a theory-driven, evidence-based pedagogy, during a revision session. Our novel methodology engaged student partners in study design by seeking their views on excellence in teaching and learning and how this could be operationalised to evaluate the effectiveness of our innovative approach to revision. We demonstrate how this collaborative approach provides a holistic view of teaching excellence which can be used in the evaluation of teaching in a higher education setting.