Scaling of secondary school students' evaluation preferences according to learning approaches

Abstract

The aim of this study is to determine the evaluation preferences of secondary school students
adopting deep and superficial learning approach by using pairwise comparison method. The study was
carried out with 444 students chosen from 9th, 10th, 11th and 12th grade students in four different types
of secondary education in Mersin. The case V and case III models of the scaling method based on
Thurstone's (1927) Law of Comparative Judgment, which can be applied in cases where the items can
be given to participants in pairs, are used to answer the research questions. As a result of the research,
it was determined that students adopting both deep and superficial learning approaches prefer the
questions measuring the skills at remembering level with higher chance success such as matching, true
or false and multiple choice in the first place, performance tasks and long answer questions in the last
place while determining their academic success. When this result was examined according to the overall
and grade levels of secondary students, it was observed that it did not change except for minor
differences.