Understanding the well-being challenges
Recent research from UCL indicates that university students face a higher risk of depression and anxiety compared to their peers entering the workforce directly (McCloud et al., 2023). King’s College London's student mental health report unveils a concerning trend: mental health problems among university students nearly tripled from 6% to 16% between 2016-17 and 2022-23. Research shows that students experiencing mental health difficulties are more likely to struggle academically and disengage from their studies (Baik et al., 2019). The following figure presents a taxonomy that categorizes the various barriers and enablers influencing mental well-being in distance learning environments, as identified by Lister et al. (2021).
Taxonomy of barriers and enablers to mental wellbeing (Lister et al., 2021).
Among the barriers, assessment-related stress, in particular, has been highlighted as a major concern, with students feeling overwhelmed by workload expectations and a lack of clear guidance (Houghton & Anderson, 2017). In this article, we will explore assessment strategies which can help create a more supportive learning environment.
Supporting students' well-being through assessment guidance
One of the most impactful ways to support student well-being is through well-designed assessments. Rigid deadlines, unclear grading criteria, and high-stakes summative assessments often create undue stress, negatively impacting student confidence and engagement. Well-designed assessment can significantly reduce stress while maintaining academic rigor (Barua et al., 2025). Here are some pointers:
1. Student-centred and flexible assessment design
- Provide choice in assessment formats – Allow students to demonstrate their learning through different formats, such as written reports, presentations, or reflective journals. Flexibility in assessment formats empowers students to engage with content in ways that align with their strengths. This approach aligns with the Universal Design for Learning (UDL) principle of providing multiple means of expression, which recognizes that learners differ in how they express what they know.
- Align assessment with real-world application – Design assessments that develop transferable skills relevant to students’ future careers. Authentic assessments—such as case studies, problem-based learning, and student-devised assessments—enhance engagement and motivation. Dr Esther Murray explains how authentic assessment brings joy to learning.
- Include student voice and co-create assessment – Seek student input through informal discussions, structured surveys, or focus groups when (re-)designing assessment. Involve students in designing marking criteria, contributing to rubric development, or setting assessment questions. King at al. (2024) remarks co-creating assessments enhances student agency and promotes a deeper understanding of assessment expectations.
2. Scaffolded instruction and transparent feedback
- Break down complex assessments – Use scaffolded assessment design, where tasks are divided into smaller, progressive stages. This approach allows students to develop their skills over time rather than facing a high-stakes, one-off assessment.
- Ensure clarity in grading criteria – Provide detailed rubrics that clearly outline expectations and grading standards. Gallagher (2017) points out constructive feedback aligned with the assessment criteria helps students understand their strengths and areas for improvement.
- Use multimodal feedback – Providing recorded video or voice feedback personalizes the learning experience, reducing anxiety and uncertainty by offering clearer explanations, a sense of teacher presence, and more supportive, accessible guidance. All these foster a more positive and confident learning experience.
3. Peer inclusion and collaborative learning
- Embed peer review for developmental feedback – Structured peer feedback helps students gain confidence and rely less on educator feedback. Zhang et al. (2023) explains giving feedback empowers students to think critically and express their ideas more clearly, which creates a supportive learning environment where students feel more engaged and less stressed.
- Facilitate group work with clear structures – While group assessments help students develop collaboration and communication skills, they can also cause stress if roles and responsibilities are unclear. Clear role allocation and accountability ensure fair participation, reducing frustration and feelings of imbalance. (Laal et al. 2013) When students feel their contributions are valued and the workload is shared, they experience a greater sense of belonging and engagement, leading to a more positive learning experience. In online learning, you may want to guide students in collaborating asynchronously and assist them in forming groups that consider time zones and availability.
Find out more
The above strategies help turn assessment into a meaningful, well-supported learning process. Queen Mary Academy’s Assessment and Feedback Toolkit provides a variety of strategies and case studies showcasing effective assessment practices. One key approach highlighted is scaffolded assessment, which helps students build confidence and develop their skills gradually. Previously in our newsletter, . In the same issue, Dr. Maria Turri explained how Cadmus not only scaffolds assessments but also enhances their authenticity.
References
Baik, C., Larcombe, W., & Brooker, A. (2019). How universities can enhance student mental well-being: The student perspective. Higher Education Research & Development, 38(4), 674–687.
Barua, L., & Lockee, B. (2025). Flexible assessment in higher education: A comprehensive review of strategies and implications. TechTrends.
Gallagher, G. (2017). Aligning for learning: Including feedback in the constructive alignment model. AISHE-J, 9.
Houghton, A.-M., & Anderson, J. (2017). Embedding mental well-being in the curriculum: Maximising success in higher education. Higher Education Academy.
King, J., Brundiers, K., & Fischer, D. (2024). Student agency in a sustainability-oriented assessment process: Exploring expansive learning in student-led rubric co-design. Assessment & Evaluation in Higher Education, 49(6), 851–863.
Laal, M., Geranpaye, L., & Daemi, M. (2013). Individual accountability in collaborative learning. Procedia - Social and Behavioral Sciences, 93, 286–289.
Lister, K., Seale, J., & Douce, C. (2021). Mental health in distance learning: A taxonomy of barriers and enablers to student mental wellbeing. Journal of Open and Distance e-Learning, 36, 75544.
McCloud, T., Kamenov, S., Callender, C., Lewis, G., & Lewis, G. (2023). The association between higher education attendance and common mental health problems among young people in England: Evidence from two population-based cohorts. The Lancet Public Health, 8(10), e811–e819.
Sanders, M. (2023). Student mental health in 2023. King’s College London.
Zhang, F., Schunn, C., Chen, S., Li, W., & Li, R. (2023). EFL student engagement with giving peer feedback in academic writing: A longitudinal study. Journal of English for Academic Purposes, 64, 101255.