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ERIC Number: EJ780339
Record Type: Journal
Publication Date: 2008-Jan
Pages: 13
Abstractor: Author
Reference Count: 23
ISBN: N/A
ISSN: ISSN-0144-3410
Ability, Demography, Learning Style, and Personality Trait Correlates of Student Preference for Assessment Method
Furnham, Adrian; Christopher, Andrew; Garwood, Jeanette; Martin, Neil G.
Educational Psychology, v28 n1 p15-27 Jan 2008
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.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom; United States