Analysis of sources of anxiety among Swiss university students experiencing Continuous Assessment for Learning and their implications for designing assessment in higher education

Abstract

Student anxiety in high-stakes assessment environments is a well-documented concern, yet limited attention has been given to how assessment design can inherently alleviate this anxiety without specific interventions. This study addresses this gap by examining how Continuous Assessment for Learning impacts anxiety perceptions among Swiss university students in a first-year Education Sciences course. Continuous Assessment for Learning is designed to integrate diverse interrelated tasks that serve both formative and summative assessment purposes, and aims to foster the development of academic and cross-curricular skills through a variety of assessment practices involving students, such as self-assessment and peer feedback. After completing each of eight assignments, students were asked to rate their anxiety levels and identify anxiety sources through a questionnaire. Categorical content analysis revealed the multifaceted and complex nature of students anxiety sources, some of which can be strategically addressed by educators. The findings offer actionable insights for designing assessment, with sources of anxiety to avoid while retaining those that support students' self-regulation of learning in higher education.