Researchers say changing classroom assessment methods could boost student well-being
Canadian researchers report that rethinking how students are assessed in classrooms may improve their mental health and reduce social pressure.
Current stress sources identified
Graded tests, quizzes, group work, presentations and labs often rank as top stressors for postsecondary students. Decades of research confirm that these classroom assessments create persistent social pressure and general unhappiness.
Existing support measures limited
Institutions have implemented national standards, counseling centers and crisis lines to address student mental health needs. These solutions often lack the capacity to handle the full scope of the problem caused by assessment pressure.
Alternative approaches debated
Some responses involve calls for specific assessment forms or recommendations to minimize grades altogether. Debates continue regarding ungrading and credit/non-credit course structures like those planned at the University of Michigan.
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