Poorly designed or misused assessment practices can harm students through increased anxiety, lost learning time, and deficit-based messages¶

Claim · All claims
Evidence · 1 study · qualitative r1 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Poor assessment practices can harm students through increased anxiety, lost learning time from over-testing, and damaging deficit-based messages, with particular impact on vulnerable students including those with disabilities. → Arnold 2025

Evidence¶

Arnold 2025¶

Arnold, J., Hayes, S., & Zagata, E. (2025). Leading inclusive, coherent, and effective assessment systems: Closing opportunity and outcome gaps for students with disabilities. WestEd. https://eric.ed.gov/?id=ED673562

q2 · i? · qualitative · r1

The brief states, citing Heissel et al. (2021) and Zeidner (1998), that "poor assessment practices can also cause harm to students through increased anxiety, lost learning time due to over-testing, and damaging and deficit-based messages." It adds these consequences are particularly true for vulnerable students such as those with disabilities.

"poor assessment practices can also cause harm to students through increased anxiety, lost learning time due to over-testing, and damaging and deficit-based messages about their learning and identities (Heissel et al., 2021; Zeidner, 1998)"

Discussion¶

Learner Variables¶

• Affect Regulation — outcome: instruction changes it
• Academic Anxiety — outcome: instruction changes it

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