Student achievement emotions: Examining the role of frequent online assessment

The rapid inclusion of online assessment in higher education has left a void investigating the relationship this form with student emotions. This study examines influence frequent on emotions university setting using mixed-methods approach. Students' an quiz and traditional classroom test second-year mathematics course (n = 91) were analysed both quantitative qualitative approaches, through lens control-value theory. used adaptation Achievement Emotions Questionnaire (AEQ) to collect data reported assessments, as well student’s views assessment. Students levels positive lower negative compared test, we attempted identify sources these differences. findings are discussed together implications for habitualisation Practically grounded generalisations outlined opportunities disrupting reaffirming emotions, which suitable implementation broad scale.
 Implications practice or policy:
 
 For educators designing tertiary aimed at promoting reducing advise incorporating features that students perceive allowing them greater control over obtaining success.
 Specifically, low stakes quizzes into courses.
 These present habitualise assessment-related correlate performance constructs such self-efficacy.
 Questionnaires can be adapted investigate achievement different forms assessment.