THE RELATIONSHIP BETWEEN ASSESSMENT METHODS AND THE LEVEL OF ACADEMIC STRESS AMONG STUDENTS
Keywords:
assessment methods, academic stress, students, perceived fairness, psychological well-beingAbstract
Academic stress represents one of the most pronounced psychological challenges faced by students in contemporary higher education, particularly under conditions of increased academic demands, competition, and continuous forms of evaluation. Assessment methods, as an essential component of the educational process, influence not only academic achievement but also have significant implications for students’ emotional well-being, motivation, and perceived academic control. The aim of this study was to examine whether and to what extent different dimensions of students’ perceptions of assessment methods (summative and formative assessment, clarity and transparency of criteria, perceived fairness, and sense of control) are related to the level of academic stress among higher education students. The study was conducted as a cross-sectional survey on a convenience sample of 108 students from various faculties in the Republic of North Macedonia, with diversity in gender, age, year of study, and field of study. The research instruments included a demographic questionnaire, the Perception of Assessment Methods Questionnaire (adapted from Brookhart, 2013), and the shortened version of the Academic Stress Inventory (ASI). Data were analyzed using descriptive statistics, Pearson correlation analysis, and multiple linear regression. The results indicated a high average level of academic stress among students (M = 48, SD = 6), with exam-related stress and workload being the most prominent stressors. Correlation analysis confirmed that summative assessment was moderately positively associated with academic stress (r = 0.35, p < .001), as was perceived unfairness in assessment (r = 0.40, p < .001), suggesting that rigid, final, and insufficiently flexible forms of evaluation represent significant risk factors for increased stress. In contrast, formative assessment (r = –0.30, p < .01), clarity and transparency of assessment criteria (r = –0.28, p < .01), and a sense of control over the assessment process (r = –0.33, p < .001) showed significant negative associations with academic stress, positioning them as protective factors for students’ psychological well-being. Multiple linear regression analysis confirmed that all five dimensions of assessment methods jointly explained 42% of the variance in academic stress (R² = 0.42, p < .001). Summative assessment and perceived unfairness emerged as the strongest positive predictors, while formati
ve assessment, transparency, and sense of control were identified as the most significant protective factors. The general hypothesis regarding a significant relationship between assessment methods and academic stress was fully confirmed. In conclusion, the findings suggest that assessment systems characterized by transparency, fairness, continuity, and student-centered support and involvement can significantly reduce academic stress and enhance psychological well-being. As a practical implication, the study highlights the need to promote formative and student-oriented assessment models, as well as to provide training for academic staff in developing flexible, empathetic, and fair evaluation practices in higher education
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