Key Findings

• Assessment-related anxiety is a common experience in first-year students
• Only a small fraction of assessment-related anxieties was attributable to personality-based factors, thus suggesting that although some students are more predisposed to experiencing anxiety, the learning environment also appears to have a significant impact on the student experience.
• The anxiety students bring to the university may influence how they perceive each assessment, prepare for specific a task, attempt to cope with the situation, and perform the task.
• External factors, such as unclear and unrealistic expectations from lecturers as well as pressure to achieve from family/whānau were frequently reported.
• Insufficient experience with university-level assessments appeared to result in low academic self-efficacy, thus corresponding with high anxiety about failure.

Key Recommendations

Key recommendations for teaching staff

• Be familiar with NCEA content and structure.
• Teach for transfer.
• Set clear expectations.
• Communicate the purpose of an assessment.
• Build student confidence.
• Identify a clear contact person for the course.
• Create a sense of belonging.
• The learning environment matters.
• Know the referral process.

Key recommendations for first-year university students

Identify assessment stress factors, ask yourself

• What am I being asked to do?
• Do I have the necessary skills? If not, where can I develop those skills?
• What am I trying to achieve in my coursework and degree programme?
• Have I set a realistic goal for the assessment?
• What aspects of this assessment do I have control over?
• How can I make a plan to prepare for this assessment?

Tips to help with assessments

• Familiarise yourself with the university’s grading scale and assessment policies.
• Find out information about your course assessments early.
• Don’t avoid taking a course because of a certain type of assessmen.t
• Planning buffers you from stress and anxiety.
• Build friendships in your course.
• Take time to relax and exercise, eat well, and get enough sleep.

Preparing for assessments

• Take your time but start early.
• Det daily achievable goals and stick to them.
• Aim high but realistic and focus on mastering the material.
• Multitasking does not help you to learn.
• Seek clarification.
• Use the student support on campus.

When you’re already in deep

• If you fall behind, talk to classmates, tutors, and the lecturer for advice.
• If you are worried about your performance, talking classmates.
• Use the student support on campus as mentioned above.
• If you have (mental) health issues, see a doctor or counsellor.