Assessment and instruction preferences and their relationship
with test anxiety and learning strategies |
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Authors: | Menucha Birenbaum |
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Institution: | (1) School of Education, Tel Aviv University, Ramat Aviv, 69978 Tel Aviv, Israel |
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Abstract: | The relationship between assessment and instruction preferences of undergraduate students was examined as well as the extent
to which the combined set of preferences differentiates among four groups of students defined by their levels of test anxiety
and learning strategies (high in both, low in both or high in one and low in the other). The results indicated a perceived
alignment between instruction and assessment with respect to preferences and lent support to the integrated model of test
anxiety. The discussion highlighted the need for a dialogue between instructors and students in order to structure expectations
to fit the goals of higher education in the knowledge age. |
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Keywords: | assessment preferences instruction preferences learning strategies test anxiety |
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