This study examines students’ format-specific expectations and their preferences toward (1) written multiple-choice examinations, (2) written constructed-response examinations, (3) oral examinations, and (4) standardized practical examinations. N = 509 medical students completed a web-based survey, rating all four examination formats. Preferences and perceived fairness were assessed as primary outcomes; data on several format-specific expectations—such as objectivity and the potential to show ability—were gathered. Written multiple-choice and standardized practical examinations achieved higher preference ratings than the other examination formats. Written multiple-choice examinations attained the highest perceived fairness rating. This paper discusses the extent to which domains and culture influence the ranking of preferences and fairness of examination formats. Furthermore, multiple regressions demonstrated that format-specific expectations explained preferences and perceived fairness across all examination formats. These results indicate that students’ format-specific expectations are associated with their preferences and perception of fairness in a diverse range of examination formats. To conclude, the paper highlights important research questions for future research.      «

This study examines students’ format-specific expectations and their preferences toward (1) written multiple-choice examinations, (2) written constructed-response examinations, (3) oral examinations, and (4) standardized practical examinations. N = 509 medical students completed a web-based survey, rating all four examination formats. Preferences and perceived fairness were assessed as primary outcomes; data on several format-specific expectations—such as objectivity and the potential to show a...     »