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Perceived Nexus Between Non-Invigilated Summative Assessment and Mental Health Difficulties: A Cross Sectional
Amanda Graf1,2, Esther Adama1, Ebenezer Afrifa-Yamoah3
1School of Nursing and Midwifery, Edith Cowan University, 270 Joondalup Drive, Joondalup, WA 6024 Australia.
Journal of Academic Ethics
|June 26, 2023
Summary
Non-invigilated assessments are perceived as less stressful by most university students. Factors like age and course influence this preference, suggesting alternative assessments can reduce student mental health burdens post-COVID-19.
Area of Science:
- Education
- Psychology
- Public Health
Background:
- The COVID-19 pandemic necessitated a shift to online learning and non-invigilated assessments in higher education.
- This transition heightened anxiety and depression among students, particularly those with fewer coping resources.
Purpose of the Study:
- To explore student perceptions of non-invigilated alternative assessments versus traditional invigilated assessments.
- To identify factors influencing student preferences and the impact on mental health.
Main Methods:
- A pragmatic, mixed-method, cross-sectional study was conducted online.
- Quantitative data were analyzed using univariable and multivariable ordinal logistic models.
- Qualitative data involved thematic analysis of student experiences.
Main Results:
- 77% of 380 surveyed nursing and social science students found non-invigilated assessments less stressful.
- Age, course of study, study stage, and course load significantly influenced assessment preference.
- Younger students and those in early study stages showed a greater preference for non-invigilated exams.
Conclusions:
- Alternative, non-invigilated assessments are perceived favorably by students and can mitigate mental health challenges.
- Findings support the continued use of alternative assessments in higher education to reduce student stress.
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