FACTORS RELATED LEARNING WHICH EFFECT PRE-SERVICE TEACHERS’ PREFERENCE ON ALTERNATIVE ASSESSMENT METHODS

The aim of this study is to determine the learning characteristics which discriminate pre-service teachers who prefer alternative assessment methods strongly from the ones who prefer these methods half-heartedly. This is a correlation study. Working group of the study included 719 pre-service teachers who receive education on preschool education, primary schooleducation, computer education and instructional technology, elementary science education,elementary mathematics education, secondary science education and secondary mathematicseducation departments of five universities (one private, four states) located in Ankara Turkey.In order to collect data, “Assessment Preference Inventory”, “Motivated Strategies forLearning Questionnaire”, “Learning Modalities Questionnaire” were used. To analyze thecollected data, discrimant analysis and content analysis were done. Results showed us thatlevel of preferring complex constructivist exam type, metacognition learning strategy, auditorylearning modality and kinesthetic learning modality were significantly effective to discriminatepre-service teachers who prefer alternative assessment methods strongly and half-heartedly.