Purpose: This study sought to determine university students’ evaluation preferences and then scaled them based on their rank-order judgments.
Research Methods: The survey model was used in this study. This study was conducted with a total of 376 university students of varying grade levels enrolled in different departments of the faculty of education of two separate state universities in Turkey during the 2017-2018 academic year. Data were collected using a 13-item survey designed specifically for this study that solicited answers regarding students’ evaluation preferences in measuring their academic performance. Students first ranked to evaluation types from most to least preferred and then assigned a single number for each stimulus. The data attained from the study were then scaled based on rank-order judgments.
Findings: The study findings revealed that students most preferred to be assessed using oral exams and least preferred tests composed of multiple-choice questions.
Implications for Research and Practice: This study was restricted to university students enrolled in the faculty of education of two state universities in Turkey. By conducting a similar study with students enrolled in other faculties in the same or different higher education institutions results and potential differences between faculties may be compared.
Rank-order judgments scaling,Evaluation preferences, Assessment preferences, Evaluation tool