Investigating the Relationship between Learning Approaches and Assessment Preferences among Pre-service Teachers

The purpose of this study is to examine the relationship between the pre-service teachers’ approaches to learning and assessment preferences. Relational model was used in this study. The participants of the study consisted of 264 pre-service teachers who enrolled in one of the teacher education programs in Turkey during the 2016-2017 academic years. The data of the study was obtained by the implementation of two different scales. In order to assess pre-service teachers’ approaches to learning, “Revised Two-factor Study Process Questionnaire” adapted to Turkish culture by ？nder and Be？oluk (2010) was used. When it comes to determining pre-service teachers’ assessment preferences, “Assessment Preferences Inventory” adapted to Turkish culture by Gülbahar and Büyük？ztürk (2008) was utilized. Canonical correlation analysis was performed to determine the relationship between learning approaches data set composed of deep approach to learning and surface approach to learning variables and assessment preferences data set composed of traditional, alternative, complex-constructivist, and simple-multiple choice variables. The results showed that significant relationships existed between approaches to learning and assessment preferences of pre-service teachers