ASSESSMENT PREFERENCES AND THEIR RELATIONSHIP TO LEARNING-STRATEGIES AND ORIENTATIONS

The study investigated inter- and intra-group differences in assessmen t preferences among students in two academic disciplines which differ in their educational environment through examining the relationships b etween assessment preferences and student learning orientations and st rategies. The sample consisted of 85 engineering and 87 education stud ents in a major university in Israel. The subjects were administered t he MSLQ for measuring their motivated learning strategies and the API for measuring their assessment preferences. The results indicated that individual differences in assessment preferences overshadow disciplin ary group differences and that differences in assessment preferences a re to a relatively large extent related to learning strategies and ori entations. Implications for adaptive assessment were discussed.