Submitted manuscript, 310 KB, PDF document
Available under license: CC BY-NC: Creative Commons Attribution-NonCommercial 4.0 International License
Rights statement: 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
Accepted author manuscript, 262 KB, PDF document
Available under license: CC BY-NC: Creative Commons Attribution-NonCommercial 4.0 International License
Final published version
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
TY - JOUR
T1 - Student wellbeing and assessment in higher education
T2 - The balancing act
AU - Jones, Emma
AU - Priestley, Michael
AU - Brewster, Liz
AU - Wilbraham, Susan
N1 - 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
PY - 2020/6/24
Y1 - 2020/6/24
N2 - 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.
AB - 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.
KW - Assessment
KW - wellbeing
KW - mental health
KW - whole university approach
U2 - 10.1080/02602938.2020.1782344
DO - 10.1080/02602938.2020.1782344
M3 - Journal article
VL - 46
SP - 438
EP - 450
JO - Assessment and Evaluation in Higher Education
JF - Assessment and Evaluation in Higher Education
SN - 0260-2938
IS - 3
ER -