Ability, Demography, Learning Style, and Personality Trait Correlates of Student Preference for Assessment Method

Autor/inn/en	Furnham, Adrian; Christopher, Andrew; Garwood, Jeanette; Martin, Neil G.
Titel	Ability, Demography, Learning Style, and Personality Trait Correlates of Student Preference for Assessment Method
Quelle	In: Educational Psychology, 28 (2008) 1, S.15-27 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
Schlagwörter	Personality Traits; Cognitive Style; Demography; Theses; College Students; Foreign Countries; Knowledge Level; Evaluation Methods; Student Evaluation; Multiple Choice Tests; Group Activities; Essays; Correlation; United Kingdom; United States + Suchen Sie Ihr Suchwort? Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Cognitive styles; Kognitiver Stil; Demografie; These; Collegestudent; Ausland; Wissensbasis; Schulnote; Studentische Bewertung; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Gruppenaktivität; Essay; Aufsatzunterricht; Korrelation; Großbritannien; USA
Abstract	More than 400 students from four universities in America and Britain completed measures of learning style preference, general knowledge (as a proxy for intelligence), and preference for examination method. Learning style was consistently associated with preferences: surface learners preferred multiple choice and group work options, and viewed essay-type and dissertation options less favourably. Deep learners, on the other hand, favoured essay-type and oral exams as well as final dissertations. Males favoured oral (viva voce) exams and females coursework assessment. Extraverts preferred multiple choice, oral, and group work assessment, while openness was positively associated with essays and oral exams but negatively associated with multiple choice and group work. Regression analysis showed that personality, learning style, general knowledge, and demographic factors accounted for 5-10% of the variance in preferred examination technique. Results in part replicate earlier studies and are discussed in terms of changes in examination methods. (Contains 5 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10