Personality and preference for academic assessment: A study with Australian University students

Abstract

This paper reports data on the psychometric relationship between personality traits (Big Five), and preference for particular assessment methods in an Australian sample of University students ( N = 125). Reliability analysis showed that participants tended to have consistent attitudes toward assessment methods, across disciplines (e.g., History, Biology, Psychology). When these preferences where examined with regard to individual differences in personality, correlations revealed significant associations between three of the Big Five personality dimensions and attitudes towards assessment methods. Neuroticism was negatively correlated with both preference for an oral exam and continuous assessment. Extraversion and Openness to Experience were both positively correlated with preference for oral examinations, and Openness was also significantly and negatively related to preference for multiple-choice exams. On the other hand Agreeableness and Extraversion were both significantly and positively related to preference for group work. A series of hierarchical regressions examined the predictability of preferences for assessment methods by the Big Five factors, as well as self-assessed intelligence and gender. They showed that personality traits are significant predictors of preference for oral exams and group work, even when gender and self-assessed intelligence are considered. Results are discussed in light of their implications for educational settings, in particular academic assessment and performance.