Student wellbeing and assessment in higher education: the balancing act

Journal article


Jones, Emma, Priestley, Michael, Brewster, Liz, Wilbraham, Susan J., Hughes, G. and Spanner, Leigh 2020. Student wellbeing and assessment in higher education: the balancing act. Assessment & Evaluation in Higher Education. https://doi.org/10.1080/02602938.2020.1782344
AuthorsJones, Emma, Priestley, Michael, Brewster, Liz, Wilbraham, Susan J., Hughes, G. and Spanner, Leigh
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.

KeywordsEducation; Assessment; Mental health; Wellbeing
Year2020
JournalAssessment & Evaluation in Higher Education
PublisherInforma UK Limited
ISSN0260-2938
1469-297X
Digital Object Identifier (DOI)https://doi.org/10.1080/02602938.2020.1782344
Web address (URL)http://hdl.handle.net/10545/625115
http://creativecommons.org/licenses/by-nc-nd/4.0/
hdl:10545/625115
Publication dates24 Jun 2020
Publication process dates
Deposited24 Aug 2020, 11:33
Accepted2020
Rights

Attribution-NonCommercial-NoDerivatives 4.0 International

ContributorsUniversity of Sheffield, Durham University, Lancaster University, University of Cumbria, University of Derby and Student Minds, Leeds
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