Changing students’ assessment preferences: The case of an assessment development center in a veterinary gross anatomy course

The present study explores the development of students’ assessment preferences by investigating how these preferences evolve after experiencing an assessment development center in a veterinary gross anatomy course. The sample in this study consists of 42 students in the second year of a Bachelor's degree in medical veterinary science, enrolled in a ‘gross anatomy course’. Data were collected in a pre-test–post-test design using the Assessment Preferences Inventory. The results indicates that students’ experience with an assessment and development centre can result in the development of students’ assessment preferences towards assessment formats testing more ‘higher order’ skills. Results of this explorative study should not be overstated, however, due to sample size and research design.

► Experience with innovative assessment formats influences students’ assessment preferences.
► Preferences change towards testing formats assessing higher order skills after experiencing an ADC.
► Students are less inclined to be involved in assessment procedures after experiencing an ADC.