caa a22 4500 463161394 CHVBK 20180406164748.0 cr unu---uuuuu 170326e20070601xx s 000 0 eng 10.1007/s10734-005-4843-4 doi (NATIONALLICENCE)springer-10.1007/s10734-005-4843-4 Birenbaum Menucha School of Education, Tel Aviv University, Ramat Aviv, 69978, Tel Aviv, Israel aut Assessment and instruction preferences and their relationship with test anxiety and learning strategies [Elektronische Daten] [Menucha Birenbaum] The relationship between assessment and instruction preferences of undergraduate students was examined as well as the extent to which the combined set of preferences differentiates among four groups of students defined by their levels of test anxiety and learning strategies (high in both, low in both or high in one and low in the other). The results indicated a perceived alignment between instruction and assessment with respect to preferences and lent support to the integrated model of test anxiety. The discussion highlighted the need for a dialogue between instructors and students in order to structure expectations to fit the goals of higher education in the knowledge age. Springer Science+Business Media B.V., 2007 assessment preferences nationallicence instruction preferences nationallicence learning strategies nationallicence test anxiety nationallicence Higher Education Kluwer Academic Publishers 53/6(2007-06-01), 749-768 0018-1560 53:6<749 2007 53 10734 https://doi.org/10.1007/s10734-005-4843-4 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s10734-005-4843-4 text/html Onlinezugriff via DOI NATIONALLICENCE 100 1- Birenbaum Menucha School of Education, Tel Aviv University, Ramat Aviv, 69978, Tel Aviv, Israel aut NATIONALLICENCE 773 0- Higher Education Kluwer Academic Publishers 53/6(2007-06-01), 749-768 0018-1560 53:6<749 2007 53 10734 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer