When I ask students to describe their experiences with assignments and exams, the words they use are illuminating: “intensity”, “anxiety”, “challenge”, “pressure”. One called the experience “overwhelming”. Another admitted that being unprepared often led to panic. These are not isolated sentiments – many students describe assessments as a source of constant stress, forcing them to develop strategies just to cope.
Not all responses are negative, and the picture is more complex. Some students describe exams as “engaging” or even “exciting” – an intellectual challenge that pushes them to think quickly and creatively. One student noted that it was fascinating to see what ideas emerged under pressure – although a lingering fear of not being good enough or failing to meet expectations was ever-present.
These voices matter. They show that students are not passive recipients of evaluations but active participants in their own learning journeys. Through informal conversations with students across institutions and academic levels, I have observed the thoughtful and intentional ways they respond to the pressures of academic assessments. Many shared coping strategies rooted in adaptability, adjusting study habits and approaches depending on the type of assessment. Others leaned on perseverance, time-management techniques and structured study plans to stay on track. A number of students also emphasised mindfulness, describing how slowing their pace, focusing on small details or even changing their environment helped them remain calm during high-stakes moments.
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These insights highlight not only the resilience and resourcefulness of learners but also the often-unseen pressures they quietly navigate. They underscore the complexity of academic evaluation and its profound impact on students’ well-being. They remind us that behind every grade is a story of effort, strategy and emotional labour.
At the same time, they raise deeper questions: are assessments fostering meaningful learning or are they training students to manage stress? And what happens when the pressure to perform begins to eclipse the joy, curiosity and purpose that should define the learning experience?
From performance to purpose
The tension between evaluation and education is growing harder to ignore. Students increasingly frame assessments in terms of stress, not learning. This calls for a critical re-examination: are we evaluating students’ growth or simply their ability to perform under pressure?
Education has evolved beyond the traditional transmission of facts. It now aims to cultivate curiosity, adaptability, empathy and critical thinking, qualities essential in a rapidly changing world. Yet our assessment systems often lag behind, reinforcing rigid structures that reward memorisation and speed over reflection and insight.
To realign assessments with the purpose of education, we need to rethink what we measure and how we measure it.
Rethinking assessment for a holistic learning experience
Assessment will always play a role in academic life, but it doesn’t have to look the way it always has. If we want to inspire growth, creativity and lifelong learning, we must adopt models that empower rather than overwhelm. Here are a few approaches:
- Project-based and experiential learning: At the University of Northern British Columbia (UNBC), students participate in capstone projects and field schools where they apply theory to real-world challenges, designing sustainability plans, creating business strategies or working with community partners. Assessed through presentations, peer feedback and reflective writing, these offer a richer, more authentic measure of learning.
- Competency-based assessments: Rather than assessing how much students can recall in a timed setting, this model evaluates how well they can apply knowledge in practical, evolving scenarios. Fields such as nursing, education and social work are increasingly using simulations and real-world problem-solving as assessment tools.
- Continuous feedback models: Instead of relying on one final exam, educators can implement a series of feedback points such as drafts, peer reviews and self-assessments. This not only improves learning outcomes but helps students build confidence over time.
- Mindfulness and well-being integration: While not a mode of assessment, this is a critical part of how students engage with learning. Incorporating well-being practices – such as guided reflections, access to mental health resources or creating space for open conversations about stress – into the academic environment can help shift the culture from one of fear to one of growth. Even small practices, like short reflection breaks during high-stress periods, can be simple yet deeply effective in promoting focus, calm and self-awareness.
Each of these models contributes to a learning environment that values depth over speed, creativity over conformity, and growth over perfection.
How stress impacts deep learning
A certain level of challenge can enhance motivation. But chronic stress has the opposite effect. Neuroscience tells us that high levels of anxiety impair memory, concentration and cognitive flexibility, the very qualities essential to critical thinking and problem-solving. When students are in survival mode, they are far less likely to engage in deep, meaningful learning.
In contrast, when students feel safe, supported and empowered, they are more likely to take intellectual risks, ask questions and embrace complexity – actions that are hallmarks of true education.
From measurement to empowerment
Assessment should not be about sorting students into ranks. It should be about unlocking potential. The voices of students are clear: assessments shape their confidence, resilience and aspirations. If we want students to thrive – not just survive – we must design assessments that reflect the full spectrum of their capabilities.
The future of education will not be defined by how well students take exams, but by how well they think, adapt and contribute to the world around them. So, yes, assessments will remain an essential part of education. But their purpose must evolve: from measurement to empowerment, from pressure to possibility.
Rahim Somani is vice-president (finance and administration) at the University of Northern British Columbia, Canada.
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