Ability, demography, learning style, and personality trait correlates of student preference for assessment method

Furnham, Adrian and Christopher, Andrew N. and Garwood, Jeanette and Martin, G. Neil (2008) Ability, demography, learning style, and personality trait correlates of student preference for assessment method. Educational Psychology, 28 (1). pp. 15-27. ISSN 0144-3410

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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. [ABSTRACT FROM AUTHOR]

Item Type:Article
Research Areas:School of Health and Education > Psychology
Citations on ISI Web of Science:4
ID Code:3507
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Deposited On:28 Dec 2009 07:24
Last Modified:15 May 2014 16:20

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