Rethinking how we assess students could improve their well-being
When you were in school, what stressed you out the most? For many students, classroom assessments—graded tests, quizzes, group work, presentations, labs and the like—would be near the top of the list.
For many students, classroom assessments such as tests, quizzes, group work, presentations and labs are a leading source of stress and unhappiness. Universities have implemented various mental health supports, but these often cannot handle the problem. Some schools have even proposed credit/non-credit courses to alleviate stress, but individual instructors often lack control over assessment decisions.
As a social psychologist researching education, the author sought a different approach to improve student well-being. By applying self-determination theory, which examines human flourishing and well-being, the author found four "need-supportive" assessment practices could enhance satisfaction with assessments. These practices included using a test blueprint, grouping items, providing supportive messages, and allowing for feedback.
When implemented, these features increased students' sense of well-being, improved performance, and reduced negative emotions. The author emphasizes that these changes must be based on high-quality assessment design for optimal results.
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