Assessment evaluation and preferences of engineering students

摘要

The paper deals with learners' preferences both in learning styles and assessment formats. Two questionnaires were applied (Learning Combination Inventory and Assessment Format Preferences Questionnaire to detect what are the ways `how students would show their teachers what they know'. Results did not discover any differences in assessment preferences reflecting the learning styles, neither in the whole research sample, nor in single processors; minor changes were detected with confluent processors, i.e. those who march to a different drummer, creative imaginers and unique presenters.