Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/15343
Title: 
Trainee teachers’ preferences for modes of assessment
Authors: 
Issue Date: 
Dec-1999
Citation: 
Lim, K. M. (1999). Trainee teachers’ preferences for modes of assessment. In S. P. Loo (Ed.), Proceeds of the MERA-ERA Joint conference 1999: Educational Challenges in the New Millennium (pp. 416-421). Malacca, Malaysia.
Abstract: 
This study examined the effects of locus of control on trainee teachers’ preferences
for modes of assessment. Sixty-five trainee teachers (22 from the Diploma in Education
programme, and 43 from the Postgraduate Diploma in Education programme at the National
Institute of Education, Singapore) reported their perceptions of control, time spent studying,
and expectations of success. They also indicated their attitudes toward final examinations,
multiple assignments, projects, and presentations as modes of assessing their academic
performance. Participants most disliked final examination, reported the lowest perceived
control for final examination and indicated they would learn the least from final examination
based courses but expected final examination to play a major part in determining their grades.
The only locus of control effects were on the amount of independent learning deemed
necessary to achieve an “A” grade: Internals indicated more independent learning for final
examination but least independent learning for project, as compared to externals. Implications
for assessment modes are discussed.
Description: 
This paper was published in the 1999 Proceedings of the MERA-ERA Joint Conference held at Malacca, Malaysia from 1-3 December 1999
URI: 
Appears in Collections:Conference Papers

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