Purpose: Many teachers make assessment and evaluation without taking into account the preferences of the students. However, for a qualified assessment and evaluation activity, it is very important to take into account the individual differences, individual needs, and choice of exam types when determining the type of exam. This study seekeds to determine examination-type preferences of 4th grade primary school students and whether these differed depending on gender, and the location of the school, and to reveal the reasons of students’ preferences related to examination types.
Methods: The study group of this relational research model was composed of 208 4th grade students. Convenience sampling was used to determine the study group. In this study, “Examination-Type Preference Questionnaire” was used to determine the examination types preferred by students while “Interview Form” was employed to find out the causes of their examination-type preferences. To collect the data of the study, quantitative and qualitative research methods were applied.
Findings: It was determined that students preferred multiple choice tests most whereas they preferred written examinations least. It was also determined that there was no significant relationship between examination types preferred and gender of students, and location of the school.
Implications forResearch and Practice: Studies that will make use of other variables should be carried out related to examination-type preferences. In addition, a similar study on a larger sample can be used to determine alternative assessment and assessment competencies of classroom teachers.
Primary school, Examination type, Assessment and evaluation, Exam anxiety