Assessment preferences of preservice teachers: Analysis according to academic level and relationship with learning styles and motivational orientation

Teaching in Higher Education

Volumn 16, Issue 6, 2011, Pages 719-731

  García Ros, Rafael ^a   Pérez González, Francisco ^a  

^a UNIVERSITY OF VALENCIA   (Spain)

Author keywords

Adaptative instruction; Assessment methods; Instructional preferences; Learning styles; Motivational orientation

Indexed keywords

EID: 84855814090     PISSN: 13562517     EISSN: 14701294     Source Type: Journal    
DOI: 10.1080/13562517.2011.570434     Document Type: Article

References (38)

1. Baeten, M., F. Dochy, and K. Struyven. 2008. Students' approaches to learning and assessment preferences in a portfolio-based learning environment. Instructional Science 36: 359-74.
2. Bentler, P.M., and E.J.C. Wu. 1995. EQS for Windows user's guide. Encino, CA: MS Inc.
3. Birenbaum, M. 1994. Toward adaptive assessment-The student's angle. Studies in Educational Evaluation 20: 239-55.
4. Birenbaum, M. 1997. Assessment preferences and their relationship to learning strategies and orientations. Higher Education 33: 71-84.
5. Birenbaum, M. 2007. Assessment and instruction preferences and their relationship with test anxiety and learning strategies. Higher Education 53: 749-68.
6. Birenbaum, M., and R.A. Feldman. 1998. Relationships between learning patterns and attitudes towards two assessment formats. Educational Research 40, no. 1: 90-7.
7. Birenbaum, M., and S. Rosenau. 2006. Assessment preferences, learning orientations and learning strategies of preservice and in-service teachers. Journal of Education for Teaching 32, no. 2: 213-25.
8. Busato, V.V., F.J. Prins, J.J. Elshout, and C. Hamaker. 1998. Learning styles: A cross-sectional and longitudinal study in higher education. The British Journal of Educational Psychology 68, no. 3: 427-39.
9. Donche, V., L. Coertjens, and P. Van Petegem. 2010. Learning pattern development throughout higher education: A longitudinal study. Learning and Individual Differences 20: 256-9.
10. Drew, S. 2001. Perceptions of what helps learn and develop in education. Teaching in Higher Education 6, no. 3: 309-31.
11. Duff, A. 1997. Validating the learning styles questionnaire and inventory of learning process in accounting: A research note. Accounting Education 6, no. 3: 263-72.
12. Entwistle, N.J. 1991. Approaches to learning and perceptions of the learning environment. Introduction to the special issue. Higher Education 22: 201-4.
13. Entwistle, N.J., and H. Tait. 1995. Approaches to studying and perceptions of the learning environment across disciplines. New Directions for Teaching and Learning 64: 93-103.
14. García-Ros, R., and F. Pérez-González. 2004. Learning styles, motivational orientations and instructional media preferences: A study with student teachers in Spain. IJIM 33, no. 4: 415-26.
15. García-Ros, R., and F. Pérez-González. 2009. Una aplicación web para la identificación de estudiantes de nuevo acceso a la universidad en situación de riesgo académico. @tic. Revista d'innovació educativa 2: 10-7.
16. García-Ros, R., F. Pérez-González, T. Martínez, and V. Alfonso. 1999. Validación de una adaptación española del Inventory of Learning Processes. Revista Portuguesa de Educaçao 12, no. 2: 261-72.
17. Gijbels, D., and F. Dochy. 2006. Students' assessment preferences and approaches to learning: Can formative assessment make a difference? Educational Studies 32, no. 4: 399-409.
18. Janssens, S., W. Boes, and D. Wante. 2002. Portfolio: An instrument for evaluation and assessment. In Assessment within education, ed. F. Dochy, L. Heylen, and H. Van de Mosselaer. 203-24. Utrech: Lemma.
19. Loo, R. 1997. Evaluating change and stability in learning style scores. Educational Psychology 17, no. 1/2: 95-100.
20. Marriot, P. 2001. A longitudinal study of undergraduate accounting students' learning style preferences at two UK universities. Accounting Education 11, no. 1: 43-62.
21. Marton, F., and R. Säljö. 1997. Approaches to learning. In The experience of learning. Implications for teaching and studying in higher education, ed. F. Marton, D. Hounsell, and N. Entwistle. 39-59. Edinburgh: Scottish Academic Press.
22. Mires, G.J., M. Friedman Ben-David, P.E. Preece, and B. Smith. 2001. Educational benefits of student self-marking of short-answer questions. Medical Teacher 23, no. 5: 462-6.
23. Nulty, D., and M.A. Barrett. 1996. Transitions in students' learning styles. Studies in Higher Education 21, no. 3: 333-45.
24. Pintrich, P., D.A. Smith, T. Garcia, and W.J. McKeachie. 1991. A manual for the use of the Motivated Strategies for Learning Questionnaire. Michigan: University of Michigan.
25. Rakoczy, M., and Sh. Money. 1995. Learning styles of nursing students. A 3-year cohort longitudinal study. Journal of Professional Nursing 11, no. 3: 170-4.
26. Robbins, S.B., K. Lauver, H. Le, D. Davis, R. Langley, and A. Carlstrom. 2004. Do psychosocial and study skills factors predict college outcomes? Psychological Bulletin 130: 261-88.
27. Sadler-Smith, E. 1996. Learning styles: A holistic approach. Journal of European Industrial Training 20: 29-36.
28. Sadler-Smith, E., and R. Riding. 1999. Cognitive style and instructional preferences. Instructional Science 27: 355-71.
29. Sambell, K., and L. McDowell. 1998. The construction of the hidden curriculum: Messages and meanings in the assessment of student learning. Assessment and Evaluation in Higher Education 23, no. 4: 391-402.
30. Sambell, K., L. McDowell, and S. Brown. 1997. 'But is it fair?': An exploratory study of student perceptions of the consequential validity of assessment. Studies in Educational Evaluation 23, no. 4: 349-71.
31. Sander, P., K. Stevenson, M. King, and D. Coates. 2000. University students' expectations of teaching. Studies in Higher Education 25, no. 3: 309-23.
32. Schmeck, R.R. 1983. Learning styles of college students. In Individual differences in cognition, ed. R. Dillon and R.R. Schmeck. New York: Academic Press.
33. Schmeck, R.R., F. Ribich, and N. Ramanaiah. 1977. Development of a self-report inventory for assessing individual differences in learning processes. Applied Psychological Measurement 1: 413-31.
34. Segers, M., and F. Dochy. 2001. New assessment forms in problem-based learning: The valueadded of the students' perspective. Studies in Higher Education 26, no. 3: 327-43.
35. Struyven, K., F. Dochy, and S. Janssens. 2005. Students' perceptions about evaluation and assessment in higher education: A review. Assessment and Evaluation in Higher Education 30, no. 4: 325-41.
36. Struyven, K., F. Dochy, and S. Janssens. 2008. The effects of hands-on experience on students' preferences for assessment methods. Journal of Teacher Education 59: 69-88.
37. Struyven, K., F. Dochy, S. Janssens, and S. Gielen. 2006. On the dynamics of students' approaches to learning: The effects of the teaching/learning environment. Learning and Instruction 16: 279-94.
38. Zeidner, M. 1987. Essay versus multiple-choice type classroom exams: The student's perspective. Journal of Educational Research 80, no. 6: 352-8.