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État de publication: Publiée (2015 )
Nom de la revue: Educational Assessment, Evaluation and Accountability
Volume: 27
Numéro: 2
Intervalle de pages: 171–199
URL: http://link.springer.com/article/10.1007/s11092-014-9200-7
Résumé: The objective of this study was to verify whether personality (Big Five model) influences performance on the evaluation methods used in business administration courses. A sample of 169 students enrolled in two compulsory undergraduate business courses responded to an online questionnaire. As it is difficult within the same course to assess students’ performance on several evaluation methods, students’ performance is rated in this study using a latent variable inferred from two self-reported measures: preference for evaluation methods and grades generally obtained on each of these methods. Two control variables (gender and age) were also included in the analyses. Multiple linear hierarchical regressions indicate that the Big Five factors explains 6 to 13 % of the variability in performance on group work, oral exams, written exams, multiple choice tests, and practical work. The discussion focuses on how different personality factors are called upon when it comes to performance on evaluation methods.
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