Lia M Daniels (University of Alberta) discusses her research into redesigning classroom assessments to support student wellbeing. While some in the sector have tried eliminating types of assessments and grades to reduce student stress, she asserts that this may not have a noticeable benefit. Instead, Daniels advises drawing on “robust psychological theories of wellbeing” to improve assessments. She shares how her studies found that adding psychological need-supportive features—like supportive messaging and blueprinting—to assessments improved psychological need satisfaction for students, while also improving the instructor’s well-being. “Everyone wins when assessments suck even just a little bit less,” concludes Daniels.
The Conversation
