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The Role of Fairness and Basic Psychological Needs in Understanding Dyslexic Students’ Emotions in Classroom Assessment

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Lia Daniels discusses associations amongst perceived fairness, three basic psychological needs, and six discrete emotions in the domain of classroom assessment.

Image courtesy of interviewee. May 21, 2024

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This video video discusses a research study focused on students with dyslexia, highlighting the need for better understanding of their experiences during assessments. The study is led by Dr. Lauren Gogan, who has a strong interest in learning disabilities. It emphasizes that while accommodations such as extended time and note-takers are essential for equal opportunity in assessments, these provisions often overlook the psychological experiences of students, such as emotions and basic psychological needs.

The research is grounded in self-determination theory, which identifies three universal psychological needs: autonomy, competence, and relatedness. The study reveals that the perception of fairness in assessments significantly correlates with the fulfillment of these psychological needs. If students perceive assessments as fair, they feel more autonomous and competent, which in turn positively affects their emotions, leading to greater enjoyment and reduced anxiety.

The research also points out the challenges of obtaining a large sample size from specific populations, like students with dyslexia, which has historically limited in-depth studies in this area. However, this study successfully recruited 100 participants quickly through an online platform.

The findings suggest that enhancing assessment experiences for students with dyslexia requires focusing not just on accommodations but also on emotional support and psychological principles. The study advocates for reframing summative assessments to ensure they satisfy students' psychological needs, thereby promoting their well-being. Future research aims to provide experimental evidence that supports changes in assessment practices to positively impact students' emotional experiences during testing.

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X-TIMESTAMP-MAP:LOCAL=00:00:00.000,MPEGTS=900000

00:00.225 --> 00:02.765
We chose to work with students with dyslexia to start

00:02.765 --> 00:04.725
with, that particular question,

00:04.915 --> 00:07.365
because the second author on this paper, Dr.

00:07.365 --> 00:10.725
Lauren Gogan, who was my postdoc at the time,

00:11.185 --> 00:13.845
has a real interest in students with dyslexia

00:13.845 --> 00:15.365
and learning disabilities more broadly.

00:15.825 --> 00:17.005
And they are the largest group

00:17.145 --> 00:19.445
of students on university campuses

00:19.595 --> 00:21.285
with a specific learning disability.

00:21.905 --> 00:26.085
Um, so dyslexia involves processing issues with,

00:26.115 --> 00:28.525
phonology word sounds word structure.

00:29.065 --> 00:31.885
And so it can create spaces where students,

00:31.955 --> 00:35.085
have difficulties with reading, with writing,

00:35.435 --> 00:38.045
with executive functioning and planning.

00:38.705 --> 00:41.605
Um, and in regards to assessment in particular,

00:42.185 --> 00:46.445
the primary focus for students with dyslexia, has been

00:46.465 --> 00:49.005
to ensure that they have sufficient accommodations,

00:49.005 --> 00:52.205
appropriate accommodations, so readers, scribes,

00:52.315 --> 00:56.645
note takers, extended time, those types of things to ensure

00:56.765 --> 00:58.965
that the playing ground becomes level

00:59.185 --> 01:00.885
and they can do their very best on assessment.

01:01.505 --> 01:04.085
And that's great. We have wonderful legislation here in

01:04.085 --> 01:08.005
Canada and in many countries, across the world to ensure

01:08.005 --> 01:09.565
that students, have access

01:09.585 --> 01:10.805
to these type of accommodations.

01:11.505 --> 01:14.845
But that negates or forgets

01:14.905 --> 01:18.285
or ignores sort of this psychological experience

01:18.355 --> 01:21.565
that students have when they participate in assessment,

01:22.135 --> 01:24.205
which is something that,

01:24.235 --> 01:27.365
because we've been so focused on accommodating students

01:27.365 --> 01:30.005
with dyslexia, we've sort of forgotten

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that they're still people in going into these assessments,

01:34.465 --> 01:37.525
and who may have other things that need

01:37.525 --> 01:40.205
to be satisfied aside from just accommodations.

01:40.225 --> 01:41.285
So that's where the role

01:41.285 --> 01:43.245
of basic psychological needs comes in

01:43.705 --> 01:45.525
and the role of emotions.

01:45.585 --> 01:48.365
So recognizing that assessments have a lot of ups

01:48.365 --> 01:52.885
and downs, high positive or low positive emotions

01:52.885 --> 01:55.365
and high negative emotions in these situations

01:55.875 --> 02:00.085
that accommodations just aren't related to,

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and basic psychological needs might be.

02:02.105 --> 02:04.245
So let me tell you what basic psychological needs are.

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Those come from, self-determination theory,

02:06.925 --> 02:09.445
which is Rich Ryan and Ed VC's.

02:09.505 --> 02:13.485
Um, theory, it's been around for a couple decades now.

02:13.945 --> 02:17.285
Um, and basic psychological needs are a sub theory of that,

02:17.575 --> 02:18.765
which basically say

02:18.765 --> 02:21.485
that there are three basic psychological needs

02:21.485 --> 02:22.805
that are essentially universal.

02:23.265 --> 02:26.205
Um, the need for autonomy, the need for competence,

02:26.205 --> 02:27.285
and the need for relatedness.

02:27.385 --> 02:30.885
So autonomy is feeling like, we are in control

02:30.945 --> 02:34.205
of what's going on in our lives, that sort of,

02:34.505 --> 02:38.045
our actions originate from within us as a person as opposed

02:38.045 --> 02:40.085
to being imposed upon us by others.

02:40.655 --> 02:42.645
Competence is that we're making good progress

02:42.645 --> 02:43.725
towards the goals that we have.

02:44.025 --> 02:47.845
And relatedness is this sense of, being cared for

02:47.985 --> 02:49.365
and being in safe relationships.

02:49.585 --> 02:51.365
So, as I already said, for dyslexia,

02:51.385 --> 02:52.725
we haven't really looked at any

02:52.725 --> 02:55.885
of these constructs in a dyslexic, sample.

02:56.135 --> 02:59.605
There, there has been very little sort of theory driven

02:59.985 --> 03:02.485
and statistically oriented work with students,

03:02.665 --> 03:03.765
with dyslexia.

03:03.785 --> 03:06.125
And in part that's because it's been very difficult

03:06.145 --> 03:07.845
to secure a large enough sample

03:08.305 --> 03:09.645
to do some of that type of work.

03:09.825 --> 03:11.085
So, Dr.

03:11.215 --> 03:13.525
Gogan and this study in particular have made a huge

03:13.525 --> 03:18.325
advancement by bringing sort of theory, into the study

03:18.385 --> 03:19.725
of, of dyslexic students.

03:20.545 --> 03:22.195
I've been studying emotions,

03:22.475 --> 03:25.395
students' emotions at post-secondary, institutions

03:25.455 --> 03:26.475
for more than 20 years.

03:27.175 --> 03:30.595
Um, and really sort of started to narrow in on,

03:30.835 --> 03:33.515
emotions in sort of like the last seven years

03:33.575 --> 03:37.315
or so, becoming interested in this space

03:37.335 --> 03:39.235
of not only test anxiety,

03:39.455 --> 03:42.315
but other emotions that students, might experience.

03:42.335 --> 03:45.875
So in this study, for example, we consider, anxiety,

03:46.255 --> 03:48.115
but also anger and hopelessness.

03:48.375 --> 03:50.715
And then we also considered positive emotions

03:50.715 --> 03:52.035
of enjoyment, relief, and pride.

03:52.535 --> 03:53.835
Now, almost all of my work

03:54.015 --> 03:57.235
and much of the work on achievement emotions follows

03:57.435 --> 04:00.195
reinhard, prins control value theory of emotions.

04:00.395 --> 04:03.915
I would, suggest people check out his 2006,

04:04.355 --> 04:06.115
foundational paper in that area.

04:06.735 --> 04:09.635
And the notion is that students experience these emotions

04:09.845 --> 04:11.795
based on how they cognitively

04:11.915 --> 04:13.715
appraise whatever they're experiencing.

04:14.175 --> 04:16.795
So in a testing situation, students sit down,

04:16.795 --> 04:18.835
they take a test, and as they start

04:18.855 --> 04:20.955
to experience answers going right

04:21.055 --> 04:23.395
or they start to experience answers going wrong,

04:23.945 --> 04:27.435
they cognitively appraise, is something good happening here?

04:27.535 --> 04:28.555
Am I in control?

04:29.295 --> 04:33.315
Am I feeling my autonomy supported or am I not?

04:33.615 --> 04:36.155
Um, and when, when we're not, then we end up

04:36.155 --> 04:37.275
with these negative emotions,

04:37.295 --> 04:39.955
and when we are, we end up with the positive emotions.

04:41.205 --> 04:44.335
I've paired basic psychological needs with these emotions

04:44.445 --> 04:47.495
because basic psychological needs in the literature are

04:47.495 --> 04:49.695
essentially a nutrient for wellbeing.

04:50.075 --> 04:53.575
And at its core, student wellbeing is characterized

04:53.635 --> 04:55.455
by the presence of positive emotions

04:55.595 --> 04:57.655
and the absence of negative emotions,

04:57.785 --> 04:59.655
which is why we've selected what we have here.

05:00.035 --> 05:03.455
As I alluded to earlier, one of the limitations with working

05:03.605 --> 05:06.415
with specific populations with learning disabilities such

05:06.415 --> 05:09.495
as students with dyslexia, is that it's very difficult to,

05:09.835 --> 05:11.055
to obtain large samples.

05:11.635 --> 05:15.055
And so this, dataset actually was recruited

05:15.055 --> 05:18.495
through prolific, which is an online, repository

05:18.625 --> 05:22.775
where individuals sign up to essentially take surveys,

05:22.795 --> 05:25.095
and be remunerated for their participation.

05:25.555 --> 05:29.055
So there's a large set of screeners in prolific

05:29.055 --> 05:32.215
where people can indicate things such as having,

05:32.695 --> 05:35.175
dyslexia or various other learning disabilities.

05:35.475 --> 05:37.375
And so this was a place where we were able

05:37.435 --> 05:40.975
to quite efficiently access people,

05:41.195 --> 05:43.455
who self-disclose, dyslexia,

05:43.455 --> 05:45.535
and there's researchers who would suggest that

05:45.855 --> 05:48.295
that's an insufficient, way

05:48.315 --> 05:50.735
to detect dyslexia, but we're okay with it.

05:51.235 --> 05:54.175
Um, and, and it allowed us to get a sample

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of 100 participants in less than 12 hours

05:57.235 --> 05:58.405
With no missing data.

05:58.825 --> 06:02.525
Um, and so that is just a huge advancement, in terms

06:02.525 --> 06:04.645
of being able to work with this population.

06:05.115 --> 06:08.765
They took, one, one correlational survey for us,

06:08.765 --> 06:09.885
which included the skills

06:09.885 --> 06:11.365
that we were interested in in this study.

06:11.665 --> 06:12.725
So the first,

06:12.945 --> 06:15.525
result I wanna share is just a descriptive one.

06:15.705 --> 06:18.325
So the one variable we haven't talked about at all,

06:18.545 --> 06:20.205
yet is this is a notion of fairness.

06:21.025 --> 06:23.245
So we hypothesized that fairness.

06:23.545 --> 06:27.005
So a perception of fairness would be sort of a prerequisite

06:27.185 --> 06:29.125
to students being able to perceive

06:29.235 --> 06:31.605
that their basic psychological needs had been satisfied.

06:31.665 --> 06:34.325
So if you think your teacher's out to get you,

06:34.385 --> 06:37.765
if the test has errors, if it, is culturally insensitive

06:37.785 --> 06:38.845
or you experience racism

06:39.105 --> 06:41.605
or any of those type of things in the assessments

06:41.605 --> 06:44.765
that you're completing, that's going to distract or,

06:44.785 --> 06:46.445
or reduce your sense of fairness.

06:47.105 --> 06:50.605
And so 41% of the students in this sample, so

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that's 41 people, disagreed

06:53.645 --> 06:56.885
or strongly disagreed that assessment was fair.

06:57.545 --> 06:59.925
So that would be after having been able

06:59.925 --> 07:03.325
to receive their accommodations, working in all of

07:03.325 --> 07:06.245
that legislative space, we still have almost half

07:06.245 --> 07:09.405
of the sample saying assessments still not fair.

07:10.225 --> 07:11.285
So that's really important

07:11.285 --> 07:13.805
because then it opens up the space for some

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of these psychological variables

07:15.825 --> 07:18.725
to hold greater relevance in, in what's going on.

07:19.265 --> 07:22.085
So we indeed found that that perception of fairness,

07:22.085 --> 07:24.965
which is a socially constructed construct, we can't sort

07:24.965 --> 07:27.445
of say like, here you go, this is a fair assessment.

07:27.985 --> 07:30.245
Uh, it's going to be received by students

07:30.345 --> 07:32.125
and interpreted through their own histories.

07:32.835 --> 07:35.645
That perception of fairness was positively associated

07:35.645 --> 07:38.285
with satisfaction of all three basic psychological needs.

07:38.425 --> 07:40.085
So if they thought an assessment was fair,

07:40.115 --> 07:43.045
they felt more autonomous, they felt more competent,

07:43.045 --> 07:45.405
and they felt in better relation with their instructor.

07:46.875 --> 07:49.285
Then from those basic psychological needs,

07:49.545 --> 07:52.765
we found really interesting connections to the emotions.

07:52.905 --> 07:56.925
So autonomy, that sense of originating from yourself

07:56.945 --> 08:00.045
and having choice, was positively associated

08:00.075 --> 08:01.685
with experiencing more enjoyment

08:01.945 --> 08:03.845
and negatively associated with anxiety.

08:04.065 --> 08:06.605
So when we give students choice, within assessment

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and help them feel empowered,

08:08.715 --> 08:11.205
they experience more enjoyment and less anxiety.

08:11.935 --> 08:13.765
Competence was the other big mover

08:14.105 --> 08:17.045
and competence was positively associated with,

08:17.335 --> 08:18.525
pride and relief.

08:18.905 --> 08:20.445
So there's this space where now

08:20.445 --> 08:23.085
that I'm making good progress, I'm moving towards my goals,

08:23.225 --> 08:26.645
I'm able to experience this assessment, with pride

08:26.825 --> 08:28.445
and to feel relieved that it's done

08:28.445 --> 08:30.325
and move on to, to my next thing.

08:30.515 --> 08:31.605
This is the first study

08:31.605 --> 08:33.605
that has paired basic psychological needs

08:33.635 --> 08:36.885
with emotions in assessment and basic psychological needs.

08:36.885 --> 08:38.565
All they've though, they've been around along

08:38.565 --> 08:41.525
and they have a huge presence in instructional literature,

08:41.795 --> 08:44.205
they have been sorely ignored in assessment.

08:44.785 --> 08:47.165
Um, and I should say this particular study

08:47.265 --> 08:49.565
and all of my work is focused specifically

08:49.745 --> 08:50.965
on summative assessment.

08:51.545 --> 08:54.405
So in most of the assessment literature, when people

08:54.735 --> 08:57.005
Start to make recommendations about how

08:57.005 --> 08:58.645
to better support student emotions

08:58.945 --> 09:00.845
or how to motivate students

09:01.025 --> 09:04.085
or those types of things, the first recommendation is

09:04.085 --> 09:06.885
to reduce the focus on summative assessment or,

09:07.385 --> 09:09.685
and move towards formative things, things that have lots

09:09.685 --> 09:10.845
of feedback that don't have grades

09:10.845 --> 09:13.325
that just take the stress magically away.

09:14.055 --> 09:15.475
But my problem with that,

09:15.615 --> 09:17.755
and my assertion in this particular paper

09:17.895 --> 09:21.315
and in subsequent papers, that I've written, is that

09:21.505 --> 09:25.235
that gives summative assessment like a, an escape like it,

09:25.255 --> 09:26.395
it just ignores it.

09:26.415 --> 09:28.835
And so instead of actually wrestling our way through this,

09:29.225 --> 09:31.835
this experience that students have over and over

09:31.955 --> 09:35.115
and over again, we're just saying, okay, well yeah,

09:35.115 --> 09:36.195
you're gonna have to do that.

09:36.655 --> 09:41.515
Um, but do these other things to make things feel better.

09:42.295 --> 09:45.915
Or we find that people start taking really bad approaches

09:45.915 --> 09:46.955
to summative assessment.

09:47.135 --> 09:50.235
So lots of really non rigorous or

09:50.695 --> 09:53.435
or decisions about summative assessment that undermine sort

09:53.435 --> 09:55.875
of their validity and our ability to make the type

09:55.875 --> 09:57.915
of inferences that we need from summative assessment.

09:58.695 --> 10:01.275
So I say this because this is tackling the beast.

10:01.425 --> 10:03.835
This is tackling the space where you get your grades,

10:04.295 --> 10:05.595
not all the stuff alongside it.

10:06.215 --> 10:09.955
And so our take homes here are that students don't just have

10:09.955 --> 10:13.835
to learn how to cope or manage their own anxiety.

10:14.085 --> 10:16.195
There actually are psychological principles

10:16.265 --> 10:20.515
that we could consistently use to reframe

10:21.815 --> 10:24.385
summative assessment, any summative assessment.

10:24.645 --> 10:27.825
I'm currently working on a study to show that we could,

10:28.045 --> 10:31.465
in an experimental study, that if we make changes

10:31.685 --> 10:33.385
to just multiple choice tests,

10:34.285 --> 10:36.705
to better support students' basic psychological needs,

10:37.085 --> 10:38.825
we can try and reduce the anxiety

10:38.885 --> 10:40.945
and increase the enjoyment of that testing environment

10:40.945 --> 10:42.865
because we're taking the psychological principle

10:42.865 --> 10:43.985
and we're putting it first.

10:44.515 --> 10:46.945
We're saying we have to have this type of assessment.

10:47.005 --> 10:49.185
People are still gonna give multiple choice tests,

10:49.485 --> 10:53.265
but instead of ignoring that there could be,

10:53.945 --> 10:56.305
satisfaction of basic psychological needs in this situation,

10:56.305 --> 10:58.345
we're saying, what if we did, what if we tried

10:58.345 --> 10:59.665
to really intentionally do that?

10:59.965 --> 11:02.385
And so that's the direction of, of future research here.

11:02.735 --> 11:05.745
This is one of a handful of baseline studies that we did

11:05.745 --> 11:08.505
that show this type of association, that show

11:08.505 --> 11:10.465
that basic psychological needs are low

11:10.885 --> 11:12.025
for students in assessment.

11:12.565 --> 11:14.265
And when they look a little bit better,

11:14.365 --> 11:17.505
we get positive associations with indicators of wellbeing.

11:17.765 --> 11:19.425
So now we're building the intervention

11:19.445 --> 11:21.865
and collecting the experimental evidence to show

11:21.865 --> 11:23.545
that there's things that we can do

11:24.165 --> 11:26.065
to support basic psychological needs,

11:26.215 --> 11:27.505
even in summative assessment

11:28.005 --> 11:30.425
and nudge students towards greater wellbeing.

00:00 - We chose to work with students with dyslexia to start with, that particular question, because the second author on this paper, Dr. Lauren Gogan, who was my postdoc at the time, has a real interest in students with dyslexia and learning disabilities more broadly.

00:15 - And they are the largest group of students on university campuses with a specific learning disability. so dyslexia involves processing issues with, phonology word sounds word structure. And so it can create spaces where students, have difficulties with reading, with writing, with executive functioning and planning. and in regards to assessment in particular, the primary focus for students with dyslexia, has been

00:46 - to ensure that they have sufficient accommodations, appropriate accommodations, so readers, scribes, note takers, extended time, those types of things to ensure that the playing ground becomes level and they can do their very best on assessment. And that's great. We have wonderful legislation here in Canada and in many countries, across the world to ensure that students, have access to these type of accommodations. But that negates or forgets

01:14 - or ignores sort of this psychological experience that students have when they participate in assessment, which is something that, because we've been so focused on accommodating students with dyslexia, we've sort of forgotten that they're still people in going into these assessments, and who may have other things that need to be satisfied aside from just accommodations. So that's where the role of basic psychological needs comes in

01:43 - and the role of emotions. So recognizing that assessments have a lot of ups and downs, high positive or low positive emotions and high negative emotions in these situations that accommodations just aren't related to, and basic psychological needs might be. So let me tell you what basic psychological needs are. Those come from, self-determination theory, which is Rich Ryan and Ed VC's. theory, it's been around for a couple decades now.

02:13 - and basic psychological needs are a sub theory of that, which basically say that there are three basic psychological needs that are essentially universal. the need for autonomy, the need for competence, and the need for relatedness. So autonomy is feeling like, we are in control of what's going on in our lives, that sort of, our actions originate from within us as a person as opposed to being imposed upon us by others.

02:40 - Competence is that we're making good progress towards the goals that we have. And relatedness is this sense of, being cared for and being in safe relationships. So, as I already said, for dyslexia, we haven't really looked at any of these constructs in a dyslexic, sample. There, there has been very little sort of theory driven and statistically oriented work with students, with dyslexia.

03:03 - And in part that's because it's been very difficult to secure a large enough sample to do some of that type of work. So, Dr. Gogan and this study in particular have made a huge advancement by bringing sort of theory, into the study of, of dyslexic students. I've been studying emotions, students' emotions at post-secondary, institutions for more than 20 years.

03:27 - and really sort of started to narrow in on, emotions in sort of like the last seven years or so, becoming interested in this space of not only test anxiety, but other emotions that students, might experience. So in this study, for example, we consider, anxiety, but also anger and hopelessness. And then we also considered positive emotions of enjoyment, relief, and pride. Now, almost all of my work

03:54 - and much of the work on achievement emotions follows reinhard, prins control value theory of emotions. I would, suggest people check out his 2006, foundational paper in that area. And the notion is that students experience these emotions based on how they cognitively appraise whatever they're experiencing. So in a testing situation, students sit down, they take a test, and as they start to experience answers going right

04:21 - or they start to experience answers going wrong, they cognitively appraise, is something good happening here? Am I in control? Am I feeling my autonomy supported or am I not? and when, when we're not, then we end up with these negative emotions, and when we are, we end up with the positive emotions. I've paired basic psychological needs with these emotions because basic psychological needs in the literature are essentially a nutrient for wellbeing.

04:50 - And at its core, student wellbeing is characterized by the presence of positive emotions and the absence of negative emotions, which is why we've selected what we have here. As I alluded to earlier, one of the limitations with working with specific populations with learning disabilities such as students with dyslexia, is that it's very difficult to, to obtain large samples. And so this, dataset actually was recruited through prolific, which is an online, repository

05:18 - where individuals sign up to essentially take surveys, and be remunerated for their participation. So there's a large set of screeners in prolific where people can indicate things such as having, dyslexia or various other learning disabilities. And so this was a place where we were able to quite efficiently access people, who self-disclose, dyslexia, and there's researchers who would suggest that that's an insufficient, way

05:48 - to detect dyslexia, but we're okay with it. and, and it allowed us to get a sample of 100 participants in less than 12 hours With no missing data. and so that is just a huge advancement, in terms of being able to work with this population. They took, one, one correlational survey for us, which included the skills that we were interested in in this study. So the first,

06:12 - result I wanna share is just a descriptive one. So the one variable we haven't talked about at all, yet is this is a notion of fairness. So we hypothesized that fairness. So a perception of fairness would be sort of a prerequisite to students being able to perceive that their basic psychological needs had been satisfied. So if you think your teacher's out to get you, if the test has errors, if it, is culturally insensitive or you experience racism

06:39 - or any of those type of things in the assessments that you're completing, that's going to distract or, or reduce your sense of fairness. And so 41% of the students in this sample, so that's 41 people, disagreed or strongly disagreed that assessment was fair. So that would be after having been able to receive their accommodations, working in all of that legislative space, we still have almost half of the sample saying assessments still not fair.

07:10 - So that's really important because then it opens up the space for some of these psychological variables to hold greater relevance in, in what's going on. So we indeed found that that perception of fairness, which is a socially constructed construct, we can't sort of say like, here you go, this is a fair assessment. it's going to be received by students and interpreted through their own histories. That perception of fairness was positively associated

07:35 - with satisfaction of all three basic psychological needs. So if they thought an assessment was fair, they felt more autonomous, they felt more competent, and they felt in better relation with their instructor. Then from those basic psychological needs, we found really interesting connections to the emotions. So autonomy, that sense of originating from yourself and having choice, was positively associated with experiencing more enjoyment and negatively associated with anxiety.

08:04 - So when we give students choice, within assessment and help them feel empowered, they experience more enjoyment and less anxiety. Competence was the other big mover and competence was positively associated with, pride and relief. So there's this space where now that I'm making good progress, I'm moving towards my goals, I'm able to experience this assessment, with pride and to feel relieved that it's done

08:28 - and move on to, to my next thing. This is the first study that has paired basic psychological needs with emotions in assessment and basic psychological needs. All they've though, they've been around along and they have a huge presence in instructional literature, they have been sorely ignored in assessment. and I should say this particular study and all of my work is focused specifically on summative assessment.

08:51 - So in most of the assessment literature, when people Start to make recommendations about how to better support student emotions or how to motivate students or those types of things, the first recommendation is to reduce the focus on summative assessment or, and move towards formative things, things that have lots of feedback that don't have grades that just take the stress magically away. But my problem with that,

09:15 - and my assertion in this particular paper and in subsequent papers, that I've written, is that that gives summative assessment like a, an escape like it, it just ignores it. And so instead of actually wrestling our way through this, this experience that students have over and over and over again, we're just saying, okay, well yeah, you're gonna have to do that. but do these other things to make things feel better. Or we find that people start taking really bad approaches

09:45 - to summative assessment. So lots of really non rigorous or or decisions about summative assessment that undermine sort of their validity and our ability to make the type of inferences that we need from summative assessment. So I say this because this is tackling the beast. This is tackling the space where you get your grades, not all the stuff alongside it. And so our take homes here are that students don't just have to learn how to cope or manage their own anxiety.

10:14 - There actually are psychological principles that we could consistently use to reframe summative assessment, any summative assessment. I'm currently working on a study to show that we could, in an experimental study, that if we make changes to just multiple choice tests, to better support students' basic psychological needs, we can try and reduce the anxiety and increase the enjoyment of that testing environment because we're taking the psychological principle

10:42 - and we're putting it first. We're saying we have to have this type of assessment. People are still gonna give multiple choice tests, but instead of ignoring that there could be, satisfaction of basic psychological needs in this situation, we're saying, what if we did, what if we tried to really intentionally do that? And so that's the direction of, of future research here. This is one of a handful of baseline studies that we did that show this type of association, that show

11:08 - that basic psychological needs are low for students in assessment. And when they look a little bit better, we get positive associations with indicators of wellbeing. So now we're building the intervention and collecting the experimental evidence to show that there's things that we can do to support basic psychological needs, even in summative assessment and nudge students towards greater wellbeing.

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