RELATIONSHIPS BETWEEN LEARNING-PATTERNS AND ATTITUDES TOWARDS 2 ASSESSMENT FORMATS

The study examined the relationships between learning patterns and att itudes two ards two assessment formats: open-ended (OE) and multiple-c hoice (MC), among students in higher education. Sixteen Semantic Diffe rential scales measuring emotional reactions, intellectual reactions a nd appraisal of each assessment format, along with measures of learnin g processes, academic self-concept and test anxiety, were administered to 58 students. Results indicated two patterns of relationships betwe en the learning-related variables and the assessment attitudes: high s cores on the self-concept measure and on the three measures of learnin g processes were related to positive attitudes towards the OE format b ut negative ones towards the MC format; low scores on the test anxiety measures were related to positive attitudes towards the OE format. In addition, significant gender differences emerged with respect to the MC format, with males having more favourable attitudes than females. R esults were discussed in light of an adaptive assessment approach.