Rethinking Assessment for Well-Being: Global Expert Insights on the Classroom Assessment and Student Well-Being Connection (Stage 2, 11:59 AM)

• In Event: e-Lightning Ed-Talk Session 17 - Stage 2

Abstract

This study explores the underexplored conceptual connection between classroom assessment (CA) and student well-being (SW) from a global expert perspective. Using a Classical Delphi (CD) approach, 51 experts from 15 countries participated in the first phase of CD, the qualitative phase. Findings revealed that experts agree CA impacts SW, though the specific nature needs further empirical research. Positive practices include student agency in CA, transparency, trust-building, and high-quality feedback. Conversely, controlling, judgmental, unclear practices, and harsh feedback negatively impact SW. Experts emphasised that context significantly influences this relationship. This study offers valuable insights for future research areas on the relation between CA and SW, designing supportive assessment strategies and advocates for integrating well-being into assessment policy.

Authors

• Sumaiya Chowdhury, Queen's University

• Christopher DeLuca, Queen's University - Kingston

• Michelle J. Searle, Queen's University - Kingston