摘要：The aim of this study is to investigate the factors effecting assessment preference of ELT (English Language Teaching) students. Data was collected from 150 ELT students studying at four universities located in Ankara (Turkey). In order to analyze the collected data multiple regression was calculated. Level of preferring alternative assessment methods was defined as dependent variable. Some characteristics related to learning were defined as predictive (independent) variables; critical thinking learning strategy, metacognitive learning strategy, self efficacy for learning, level of preferring higher order thinking tasks, kinesthetic learning modality, Auditorally learning modality, Visually learning modality. Before calculating multiple regression analysis some assumptions were tested such as, multicollinarty, multivariate normality, homogeneity of variance. Multiple regression analysis results showed us that those independent variables explains %30 percent of variance in level of preferring alternative assessment methods. On the other hand level of preferring higher order thinking tasks has the strongest effect. Self efficacy for learning and level of adopting meta-cognitive learning strategy have respectively second and third strongest effect on dependent variable. Moreover level of adopting critical thinking learning strategy and learning modalities have no significant effect on dependent variable.
