How would you like to be evaluated? The correlates of students' preferences for assessment methods

Personality and Individual Differences

Volumn 50, Issue 2, 2011, Pages 259-263

  Furnham, Adrian ^a   Batey, Mark ^b   Martin, Neil ^c  

^a UNIVERSITY COLLEGE LONDON   (United Kingdom)

^b UNIVERSITY OF MANCHESTER   (United Kingdom)

^c MIDDLESEX UNIVERSITY   (United Kingdom)

Author keywords

Assessment; Intelligence; Personality

Indexed keywords

EID: 78249270439     PISSN: 01918869     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.paid.2010.09.040     Document Type: Article

References (34)

1. Alker H., Carlson J., Hermann M. Multiple-choice questions and student characteristics. Journal of Educational Psychology 1969, 60:231-243.
2. Apperson J., Laws E., Scepansky J. An assessment of student preferences for powerpoint presentation structure in undergraduate courses. Computers and Education 2008, 50:148-153.
3. Askell-Williams H., Lawson M. Mapping students' perceptions of interesting class lessons. Social Psychology of Education 2001, 5:127-147.
4. Biggs J. The Study Process Questionnaire manual 1987, Australian Council for Educational Research, Victoria.
5. Biggs J. What do inventories of students' learning processes really measure?. British Journal of Educational Psychology 1993, 3:3-19.
6. Birenbaum M. Assessment preferences and their relationship to learning strategies and orientations. Higher Education 1997, 33:71-84.
7. Birenbaum M. Assessment and instruction preferences and their relationship with test anxiety and learning strategies. Higher Education 2007, 53:749-768.
8. Birgin O., Baki A. An investigation of primary school teachers' proficiency perceptions about measurement and assessment methods. Procedia Social and Behavioral Sciences 2009, 1:681-685.
9. Chamorro-Premuzic T., Furnham A. Mainly openness: The relationship between the Big Five personality traits and learning approaches. Learning and Individual Differences 2009, 19:524-529.
10. Chamorro-Premuzic T., Furnham A., Dissou G., Heaven P. Personality and preference for academic assessment. Learning and Individual Differences 2005, 15:247-256.
11. Chamorro-Premuzic T., Furnham A., Lewis M. Personality and Approaches to Learning predict preference for different teaching methods. Learning and Individual Differences 2007, 17:241-250.
12. Costa P., McCrae R. Revised NEO personality inventory (NEO-PI-R) and NEO five factor inventory (NEO-FFI): Professional manual 1992, FL: Psychological Assessment Resources, Odessa.
13. Cowman S. The teaching/learning preferences of student nurses in the Republic of Ireland. International Journal of Nursing Studies 1995, 32:126-136.
14. Fox R., McManus I.C., Winder B. The shortened Study Process Questionnaire. British Journal of Educational Psychology 2001, 71:511-530.
15. Furnham A. Learning Styles and Approaches to Learning. APA educational psychology handbook 2010, APA, Washington, DC. T. Urdan, J. Roger, S. Graham, M. Zeidner (Eds.).
16. Furnham A. Personality and Approaches to Learning. Handbook of individual differences 2011, Wiley-Blackwell, Oxford. S. Von Stumm, T. Chamorro-Premuzic, A. Furnham (Eds.).
17. Furnham A., Chamorro-Premuzic T. Individual differences and beliefs concerning preferences for university assessment methods. Journal of Applied Social Psychology 2005, 35:1986-1994.
18. Furnham A., Christopher A., Garwood J., Martin N. Ability, demography, learning style and personality trait correlates of student preferences for assessment method. Educational Psychology 2008, 28:15-27.
19. Ismail A., Hussain R., Jamaluddin S. Assessment of students' learning styles preferences in the faculty of science, Tishreen University, Syria. Procedia, Social and Behavioral Sciences 2010, 2:4087-4091.
20. Kniveton B. Student perceptions of assessment methods. Assessment and Evaluations in Higher Education 1996, 21:229-238.
21. Marlin J. Student perception of end-of-course-evaluations. Journal of Higher Education 1987, 58:704-716.
22. Mellanby, J., & Zimdars, A. (in press). Trait anxiety and final degree performance at the University of Oxford. Higher Education.
23. Meyer L., Davidson S., McKenzie L., Rees M., Anderson H., Flectcher Johnson., et al. An investigation of tertiary assessment policy and practice. Higher Education Quarterly 2010, 64:331-350.
24. Peterson E., Irving S. Secondary school students' conceptions of assessment and feedback. Learning and Instruction 2008, 18:238-250.
25. Scouller K. The influence of assessment method on students' learning approaches: Multiple choice question examination versus assignment essay. Higher Education 1998, 35:453-472.
26. Scouller K., Prosser M. Student's experiences in studying for multiple choice question examinations. Studies in Higher Education 1994, 19:267-279.
27. Segers M., Dochy F. New assessment forms in problem-based learning. Studies in Higher Education 2001, 26:327-343.
28. Struyven K., Dochy F., Janssens S. Students' perceptions about evaluation and assessment in higher education:0020A review. Assessment and Evaluation in Higher Education 2005, 30:325-341.
29. Swami V., Furnham A., Maakup I., Ahmad S., Hudani N., Voo P., et al. A 'cross cultural investigation of students' preferences for lecturers' personalities in Britain, Malaysia and the United States. Learning and Individual Differences 2007, 17:307-315.
30. Tait C. Chinese students' perceptions of the effects of western university examination formats on their learning. Higher Education Quarterly 2010, 64:261-275.
31. Van Bragt, C., Bakx, A., Bergen, T., & Croon, M. (in press). Looking for students' personal characteristics predicting study outcome. Higher Education.
32. van de Watering, Gijbels D., Dochy F., van der Rijt J. Students' assessment and their relationships to study results. Higher Education 2008, 56:645-658.
33. Wonderlic E. Wonderlic Personnel Test 1992, Wonderlic, Libertyville, Illinois.
34. Zhang L.-F. Learning approaches and career personality types. Personality and Individual Differences 2004, 37:65-81.