STEM students prefer assessment practices known to reduce the impact of test anxiety
Year: 2025
Type: article
Study design: Observational Study
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.
Source: Nordic Journal of STEM Education
Authors: R.A. Costello, S.P. Hammarlund, E.M. Christiansen, M.K. Kiani, M.S. Glessmer, S. Cotner, C.J. Ballen
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4408039731