شبكة المعلومات العربية التربوية

The current study aimed at reaching a structural model which interprets the direct and indirect effects among assessment preferences and self-regulated learning strategies for students of the new valley college of education. It also aimed at studying the effect of gender, academic specialty and bi-reactions among them on assessment preferences. The sample of the study consisted of (250) male and female students aged from (19-22), m (21.50), SD (0.58) years at the students of the new valley college of education. The tools of the study included: preferences for alternative assessment methods inventory, a scale of self-regulation learning strategies (prepared by the researcher. The following statistical techniques were used: factorial analysis of variance (2x2), and structural equation modeling. The results indicated that there were no effects for gender (males/females), academic specialty (scientific/literary) and the bi-reactions among them on assessment preferences. It is also indicated through comparing the factorial structures that the existence of differences among the four study groups, as there are significant differences in favor of males and academic specialty on all goodness of fit indexes. In addition, a general structural model was reached where self-regulated learning strategies affects assessment preferences. The goodness of fit values about the model is X2/sd: 1.71, PNFI: 0.76, CFI: 0.91, TLI: 0.91, RMSEA: 0.053. (Published abstract)