Recent research indicates that classroom assessments, including tests and projects, are one of the main sources of social pressure and dissatisfaction for students in higher education. Despite numerous efforts to improve the situation, this issue persists and requires new approaches.
Challenges in Traditional Assessments
Many universities in Canada are seeking solutions to support student mental health. These efforts include national standards, organizational programs, and counseling centers. However, these measures alone cannot alleviate the social pressures arising from assessments.
Meanwhile, discussions regarding changes in assessment methods, including grade reduction or elimination, are frequently raised. For example, the University of Michigan has implemented credit/no credit courses for incoming students to reduce stress. However, many of these decisions are beyond the control of instructors.
Self-Determination Theory and Improving Student Well-Being
As a social psychologist working in education, I was looking for a different answer. Instead of searching for a magical method for assessment, one can refer to self-determination theory, which is based on human psychological needs. This theory emphasizes that individuals need three basic needs for their flourishing and well-being: autonomy, competence, and relatedness.
Our research has shown that by addressing these needs in the design of assessments, we can help improve student well-being. This involves considering student perspectives, supporting their autonomy, and providing a suitable environment for expressing negative emotions.
In this regard, by adding supportive features to assessments, such as using a test map and providing supportive messages, we achieved positive results. These features helped students feel that assessments meet their psychological needs, and as a result, their performance improved.
Ultimately, considering that students and instructors spend a lot of time designing and completing assessments, it is essential that this process is designed to reduce stress and enhance well-being. Based on our research findings, it can be said that designing assessments with consideration of psychological needs can lead to significant improvements in the educational experience.
