Abstract

The aim of this study is to assess the correlation between the learning approaches (LA) and assessment preferences (AP) of eighth-grade students. This is a correlation research. The participants of this study are 150, eighth-grade grade students. In order to collect relevant data sub-factors of “Approaches and Study Skills Inventory for Students” and “Assessment Preference Inventory” have been used. To analyze the collected data ‘canonical correlation’ has been calculated. The variable sets for canonical correlation are; Set one-LA: Strategic, deep and surface learning; Set two–AP: Alternative, traditional, complex-constructivist, simple-multiple choice. The results show us that the first canonical correlation was .47 with 22 % overlapping variance; indicating significant relationships between two sets of variables.

Key words: Learning approaches, assessment preferences, canonical correlation