View in EDS

STEM students prefer assessment practices known to reduce the impact of test anxiety

Saved in:
Bibliographic Details
Title: STEM students prefer assessment practices known to reduce the impact of test anxiety
Authors: Costello, R.A, Hammarlund, S.P., Christiansen, E.M., Kiani, M.K., Glessmer, Mirjam, Cotner, S., Ballen, C.J.
Contributors: Lund University, Faculty of Engineering, LTH, Other operations, LTH, Centre for Engineering Education CEE, Academic Development Unit, Lunds universitet, Lunds Tekniska Högskola, Annan verksamhet, LTH, Centre for Engineering Education CEE, Genombrottet, Originator
Source: Nordic journal of STEM education. 9(1):43-65
Subject Terms: Social Sciences, Educational Sciences, Didactics (including General and Subject Didactics), Samhällsvetenskap, Utbildningsvetenskap, Didaktik (Här ingår: Allmän- och ämnesdidaktik), Pedagogy, Pedagogik
Description: Undergraduate introductory STEM courses often rely on few, high-stakes exams to assess student learning. This assessment strategy engenders high test anxiety and negatively impacts academic performance. We know little about how students want to be assessed—particularly those who experience high test anxiety. Applying a humanist learning framework, we asked students at a university in Norway to envision their ideal assessment practice. Our analyses affirm that test anxious students performed worse in their STEM courses, and students with marginalized identities in STEM were more test anxious. Additionally, we found that students overwhelmingly want more assessments. We also found that first-generation students, a student group rarely studied in Norway, want different types of assessments to replace high-stakes exams. In sum, student preferences aligned with assessment practices known to reduce the impact of test anxiety. Our results support calls for creating STEM environments where student voices are valued.
Access URL: https://doi.org/10.5324/njsteme.v9i1.5892
Database: SwePub
Description
Abstract:Undergraduate introductory STEM courses often rely on few, high-stakes exams to assess student learning. This assessment strategy engenders high test anxiety and negatively impacts academic performance. We know little about how students want to be assessed—particularly those who experience high test anxiety. Applying a humanist learning framework, we asked students at a university in Norway to envision their ideal assessment practice. Our analyses affirm that test anxious students performed worse in their STEM courses, and students with marginalized identities in STEM were more test anxious. Additionally, we found that students overwhelmingly want more assessments. We also found that first-generation students, a student group rarely studied in Norway, want different types of assessments to replace high-stakes exams. In sum, student preferences aligned with assessment practices known to reduce the impact of test anxiety. Our results support calls for creating STEM environments where student voices are valued.
ISSN:25354574
DOI:10.5324/njsteme.v9i1.5892