Transforming summative assessment to reduce math anxiety and build student resilience

- Johnston-Wilder, Sue (orcid.org/0000-0002-1631-6478), Vasylieva, Daryna (orcid.org/0000-0002-4083-681X) and Minina, Nataliia (orcid.org/0009-0009-7846-6349) (2026) Transforming summative assessment to reduce math anxiety and build student resilience Ukrainian Educational Journal, 1. pp. 153-161. ISSN 2411-1317

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Abstract

In the current educational paradigm, summative assessment is often perceived as a “pedagogical verdict” that reinforces math anxiety and blocks students' cognitive progress. This article proposes a rethinking of the role of summative assessment, demonstrating how traditional summative assessments can become powerful tools for building mathematical resilience and metacognition.Based on the results of a year-long pedagogical experiment involving 72 students aged 10-12, the authors demonstrate that delaying grade assignment in favor of qualitative feedback allows students to exit the "red zone" of panic and remain in the "growth zone" even during summative testing. The use of proprietary tools (the feedback table and the corrective sheet) facilitated a qualitative leap in self-regulation development: 80% of respondents learned to systematically analyze their own errors.The article reveals the deep psychological mechanism of an assessment's impact on motivation: it was established that immediate knowledge of a grade becomes a "terminal point" for 40% of students, whereas qualitative comments without a numerical equivalent stimulate internal responsibility and cognitive endurance. It is empirically confirmed that 60% of students became emotionally more stable, and 71% formed a "growth mindset," prioritizing understanding the material over formal grade improvement. This work is critical for educators and researchers seeking to humanize the assessment system.

Item Type:	Article
Keywords:	mathematics anxiety; formative assessment; summative assessment; feedback; growth mindset; mathematical resilience; metacognition; self-analysis
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 1 Philosophy. Psychology Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education > 37.01 Fundamentals of education. Theory. Policy etc. Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 373 Kinds of school providing general education Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 5 Мathematics. natural sciences > 51 Mathematics
Divisions:	Institute of Pedagogics > Department of Mathematical and Informatics Education
Depositing User:	науковий співробітник Дарина Володимирівна Васильєва
Date Deposited:	05 May 2026 17:27
Last Modified:	05 May 2026 17:27
URI:	https://lib.iitta.gov.ua/id/eprint/749083

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