Assessment Preferences and Their Relationship to Learning Strategies and Orientations

The study investigated inter- and intra-group differences in assessment preferences among students in two academic disciplines which differ in their educational environment through examining the relationships between assessment preferences and student learning orientations and strategies. The sample...

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Vydané v:Higher education Ročník 33; číslo 1; s. 71 - 84
Hlavný autor: Birenbaum, Menucha
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Dordrecht Kluwer Academic Publishers 01.01.1997
Springer Nature B.V
Predmet:
Academic disciplines
Academic education
Academic learning
Application programming interfaces
Attitudes
Cognitive Style
College Students
Comparative Analysis
Education Majors
Educational Assessment
Educational environment
Educational research
Engineering Education
Evaluation
Examinations
Foreign Countries
Higher Education
Individual Differences
Intellectual Disciplines
Israel
Learning
Learning motivation
Learning Strategies
Motivated Strategies for Learning Questionnaire
Motivation
Motivation research
Preferences
Strategies
Student Attitudes
Student Evaluation
Student Motivation
Students
Test anxiety
Test Use
Israel
ISSN:0018-1560, 1573-174X
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Shrnutí:The study investigated inter- and intra-group differences in assessment preferences among students in two academic disciplines which differ in their educational environment through examining the relationships between assessment preferences and student learning orientations and strategies. The sample consisted of 85 engineering and 87 education students in a major university in Israel. The subjects were administered the MSLQ for measuring their motivated learning strategies and the API for measuring their assessment preferences. The results indicated that individual differences in assessment preferences overshadow disciplinary group differences and that differences in assessment preferences are to a relatively large extent related to learning strategies and orientations. Implications for adaptive assessment were discussed.
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ISSN:0018-1560
1573-174X
DOI:10.1023/A:1002985613176