December 15, 2023
The Philippine teacher education curricula subscribe to the outcome-based approach underscoring more authentic assessments; however, it remains unclear whether Filipino students’ assessment preferences are also inclined toward new alternative types. While assessment preferences have been explored in other parts of the world that reveal students’ predisposition toward more conventional types, research in the Philippines on this area is sparse. Hence, this study purported to ascertain the assessment preferences of Filipino students, particularly pre-service teachers, using conjoint analysis. A total of 302 pre-service teachers from a comprehensive Philippine university participated. Results showed Alternative Assessments as the most important attribute (28.743%) and Cognitive Processes (13.243%) as the least. Part-worth of the attributes revealed that pre-service teachers prefer self-assessments (0.651); selected-response tests (0.742); and electronic or online assessments (0.393). They prefer assessments accomplished individually (0.047) and those which target higher-order thinking (0.474). Implications to assessment policies and practices are discussed.