INSIDE HIGHER ED - A pilot study at the University of California, Riverside, found that more regular testing, as opposed to high-stakes exams, can improve student outcomes in a general chemistry course and close equity gaps for historically disadvantaged learners.
Assessment is a key element in higher education courses to track student learning, but some forms of assessment can produce greater levels of stress for learners and are tied to inequitable learning.
A May 2024 Student Voice survey found 46 percent of students believe faculty members limiting high-stakes exams would help most to increase their academic success, the top response among 15 options. An additional 29 percent of students report it would be most helpful for faculty to replace exams with papers or projects utilizing class concepts.
Students also see a relationship between stressful test-taking and their mental health: 46 percent of students want professors to rethink exam schedules or limit high-stakes exams to promote their overall well-being, the most popular option out of a list of 12 possible actions that could make a difference.
A research project at the University of California, Riverside, seeks to restructure exams in general education courses to improve completion for underrepresented minority students through more frequent, shorter exams.
The initiative is part of a larger $700,000 National Science Foundation grant award to improve equity outcomes in STEM courses.