Are Online Exams Better For Students' Mental Health?

It's no mystery that there is rising worry about student mental health. Numerous societal, academic, and financial disparities and obstacles to mental health have been exacerbated by Covid in the higher education industry in the UK and elsewhere. The outcome has been more students requiring mental health assistance than before the pandemic compared to other groups.

While the adaptability of online assessment and the potential for a home setting can undoubtedly reduce stress, improving student success and well-being through assessment design necessitates striking a balance between practical, pedagogical, and policy considerations. To make online tests as effective as possible from the viewpoint of the learner following three potential conflicting factors should be addressed:

Make standards clear.

When given a 24- or 48-hour window to complete online exams, many students still determine how long to allot. They frequently lack clarity regarding the amount and type of preparation they should do in advance, particularly for "seen" test questions, as well as the standard that should be met now that they have access to their course resources. Furthermore, the availability of course resources can raise excessive and unrealistic personal expectations without clearly stated institutional expectations.

Universities should ensure that instructions and examples are clear and consistent, that open-book assessment preparation is scaffolded in a formative learning environment, and that students are aware of the various expectations and criteria for coursework and online exams.

Control overflow

The method and material of online learning and evaluation leave a lot of students feeling overwhelmed. According to research, cognitive overload occurs when the perceived demands of a task are greater than an individual's physical and mental capacity, which hurts well-being and performance.

Numerous students' task demands have increased significantly due to extended assessment times and resource availability. In contrast, their resources have decreased significantly due to inappropriate workspaces and Covid-19's wider emotional and physical disruption.

Universities should ensure that interdisciplinary academic skills are incorporated into the curriculum going forward, that the purpose, goals, and chances of open-book evaluation are clearly stated, and that an appropriate private workplace is made accessible. 

Remove competition

Some students are concerned that internet tests do not accurately reflect their knowledge and abilities compared to their classmates. The perception that other students could spend 24 hours on an online exam has created anxiety about comparative performance standards and grades, compounded by the increasingly competitive graduate workplace.

In the future, colleges should make sure that various assessment formats are used to capture a variety of skills and traits, and they should make it clear that evaluations are reviewed following pre-established standards rather than concerning peers.

In conclusion, universities must address potential conflicting factors when taking and administering online exams. Clear standards and expectations should be communicated to ensure student success and well-being, cognitive overload should be controlled, and competition should be removed. If you are a student feeling overwhelmed about taking an online exam, you can take help from websites like Tutors Umbrella to take my online exam for me, which will assist you in achieving your goals. You can succeed in online learning and accomplish your academic objectives with the proper approach and planning.