Trainee teachers’ preferences for modes of assessment

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.