Nutrition professionals work collaboratively with multidisciplinary professionals and various population groups to address nutrition-related problems, and teamwork skills are critical for the success of their efforts. In undergraduate nutrition education, group work provides valuable opportunities for students to develop teamwork skills, helping them prepare for the collaborative nature of future professional practice. However, some hesitancy towards group assessments exists due to certain challenges associated with group work, such as inadequate or unequal contribution from group members, difficulties in reaching consensus between members, and a lack of coordination between group members(1). It was expected that involving students as assessment co-creators would help to prevent or reduce the occurrence of these issues. Informed by the nutrition core competencies for undergraduate degrees in Australia(2), essential skills for careers in the field, and previous nutrition teaching and learning experiences, this project aimed to co-design a flexible and inclusive group assessment task with students for a third-year undergraduate nutrition unit. In this project, through four engaging co-design workshops in 2024, four students and three academic staff members collaborated to design a new group assessment. The five-dimensional framework for designing authentic assessment(3) - the task reflects activities students will do in their future professional practice, the task imitates how knowledge and skills are applied in practical settings, the task engages social processes that occur in real working environments, and the task involves producing an outcome, and that outcomes is assessed against set criteria - underpinned the assessment design. The new group assessment includes multiple components. The first component is a group agreement which outlines group members’ roles, a timeline, and communication methods. The second component is a digital education resource on individual-, interpersonal-, community-, and/or macro-level influences on the consumption of a particular food. To make this task inclusive and flexible, four options (e.g., a blog post or a video) were included for students to choose from. The third component is a group rating in which students reflect on how they collaborated to complete the task. The fourth component is a peer evaluation in which each student rates the teamwork skills of other group members and provides written feedback on their strengths and areas for improvement using the FeedbackFruits platform. The new assessment was offered for the first time in 2025. This assessment provides an opportunity for students to improve their teamwork skills and collaboratively produce a nutrition education resource, which is a task commonly undertaken by community and public health nutritionists, making it an authentic assessment task.