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

中文翻译：

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学生成绩情绪：检查频繁在线评估的作用

在线评估在高等教育中的迅速纳入，在调查这种评估形式与学生情绪的关系方面留下了空白。本研究使用混合方法检验大学环境中频繁的在线评估对学生情绪的影响。通过控制价值理论的镜头，使用定量和定性方法分析了在线测验和二年级数学课程中的传统课堂测试（n = 91）中学生的情绪。该研究使用了对成就情绪问卷 (AEQ) 的改编，以收集有关在两次评估中报告的学生情绪的数据，以及有关学生对频繁在线评估的看法的定性数据。与测试相比，学生在在线测验中报告了更高水平的积极情绪和更低水平的消极情绪，我们试图找出这些差异的来源。这些发现与评估情绪习惯化的影响一起讨论。以实践为基础的概括被概述为破坏消极情绪和重申积极情绪的机会，适合在高等教育中广泛实施。对实践或政策的影响：对于设计旨在促进积极情绪和减少消极情绪的高等教育评估的教育工作者，我们建议结合学生认为可以让他们更好地控制获得成功的特征。具体来说，我们建议将频繁的低风险在线测验纳入高等教育课程。这些为学生提供了习惯化积极评估相关情绪的机会，这些情绪与表现和自我效能感等结构相关。成就情绪问卷 (AEQ) 可用于调查不同评估形式的成就情绪。