Assessment evaluation and preferences of engineering students

The paper deals with learners´ preferences both in learning styles and assessment formats. Two questionnaires were applied (Learning Combination Inventory and Assessment Format Preferences Questionnaire to detect what are the ways `how students would show their teachers what they know´. Results did not discover any differences in assessment preferences reflecting the learning styles, neither in the whole research sample, nor in single processors; minor changes were detected with confluent processors, i.e. those who march to a different drummer, creative imaginers and unique presenters.