Individual Differences and Beliefs Concerning Preference for University Assessment Methods

Abstract

This paper explores the relationship between personality, IQ, gender, beliefs about intelligence, and preference for assessment methods at university in 3 separate studies. Study 1 (N= 367) examined attitudes toward examinations (ATE) and attitudes toward continuous assessment (ATCA) using specific assignments with regard to subjectively assessed intelligence (SAI), entity and incremental beliefs about intelligence (BAI), just-world beliefs, and gender. Studies 2 (N= 120) and 3 (N= 93) found significant and negative associations between neuroticism and preference for both essay-type and oral exams. IQ was positively and significantly related to preference for multiple-choice exams. Study 3 tested the relationship of preference for assessment methods with academic performance. Results indicated that preferences are associated with individual differences, rather than academic performance. Findings are discussed in terms of the advantages and disadvantages of introducing alternative methods of student assessment at the university level.