This is a correlation study which aims to assess the theoretical model about the factors affecting assessment preferences of pre-service teachers. In the model the relations among the "alternative assessment methods", "critical thinking learning strategy", "Elaboration learning strategy", "self-efficacy about learning" variables were defined. The study was conducted on 719 pre-service teachers at 5 state universities in Ankara/Turkey. Path analysis has been calculated to analyze the collected data. The results showed that critical thinking learning strategy variable affected the alternative assessment methods variable directly. On the other hand, self-efficacy about learning and elaboration learning strategy variables affect alternative assessment methods variable indirectly. The goodness of fit values about the model are chi[superscript 2]/sd:2.59, NNFI: 0.93, CFI: 0.98 GFI: 0.93, AGFI: 0.90, RMSEA: 0.048 RMR: 0.048.