Student wellbeing and assessment in higher education: the balancing act
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The balancing act.docx
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2021-12-24
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main article
Affiliation
University of SheffieldDurham University
Lancaster University
University of Cumbria
University of Derby
Student Minds, Leeds
Issue Date
2020-06-24
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This paper draws on staff and student consultations conducted during the development of Student Minds’ University Mental Health Charter to identify five key tensions which can arise in assessment design and strategy when seeking to balance the wellbeing of students with pedagogical, practical and policy considerations. It highlights the need to acknowledge the pressures of assessment on staff wellbeing as well as students. The particular tensions explored include the need to balance challenge against the psychological threats this can entail; the varying impacts of traditional and novel forms of assessment; the differing demands of collaborative and individual work; the tensions between ideal strategies and those which are practically feasible; and the ways in which feedback is given (as a constructive learning tool) and received (often as a psychological threat). These tensions can provide a valuable point of reflection for educators who need to critically and proactively navigate these conflicts within their own assessment design and practices, as part of a wider whole university approach to promoting student wellbeing.Citation
Jones, E., Priestley, M., Brewster, L., Wilbraham, S.J., Hughes, G., and Spanner, L. (2020). 'Student wellbeing and assessment in higher education: the balancing act'. Assessment & Evaluation in Higher Education, pp. 1-13.Publisher
Informa UK LimitedJournal
Assessment & Evaluation in Higher EducationDOI
10.1080/02602938.2020.1782344Additional Links
https://www.tandfonline.com/doi/abs/10.1080/02602938.2020.1782344?journalCode=caeh20Type
ArticleLanguage
enISSN
0260-2938EISSN
1469-297Xae974a485f413a2113503eed53cd6c53
10.1080/02602938.2020.1782344
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