Student wellbeing and assessment in higher education:The balancing act

Jones, Emma and Priestley, Michael and Brewster, Liz and Wilbraham, Susan (2020) Student wellbeing and assessment in higher education:The balancing act. Assessment and Evaluation in Higher Education. ISSN 0260-2938

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Abstract

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.

Item Type:
Journal Article
Journal or Publication Title:
Assessment and Evaluation in Higher Education
Additional Information:
This is an Accepted Manuscript of an article published by Taylor & Francis in Assessment and Evaluation in Higher Education on 24/06/2020, available online: https://www.tandfonline.com/doi/full/10.1080/02602938.2020.1782344
Uncontrolled Keywords:
/dk/atira/pure/subjectarea/asjc/3300/3304
Subjects:
ID Code:
144599
Deposited By:
Deposited On:
11 Jun 2020 08:58
Refereed?:
Yes
Published?:
Published
Last Modified:
04 Sep 2020 04:53