Learning Styles Assessment

Timing: Untimed (Approximately 5-10 minutes)

The Learning Styles Assessment is designed to describe the preferred learning methods of an individual.

In the development of this Learning Styles Assessment a literature search and review was undertaken into learning media and learning environments and the predominant variables were identified for each.  In addition a research questionnaire was sent out to tutors in a variety of educational establishments requesting that they identify the learning environment which prevailed for their particular subject areas. This has enabled the identification of a potential degree of fit between certain subject choices and preferred methods of learning; a good match between these two is likely to contribute to a successful outcome. The learning styles variables that were identified and are measured in this questionnaire are:

Learning Style

Group Worker

The peer oriented individual is likely to feel most comfortable when able to work in a group or with others and is less happy to work alone.

Supervision

Authority orientated people benefit from a great deal of one-to-one support from the tutor or supervisor and find this makes learning easier as they feel less able to work things through alone and without reassurance.

Looking and Listening

This describes a tendency to learn best by watching, observing and listening and is generally best achieved through reading written information, listening to spoken lectures, through discussion or through sound/visual recorded information.

Practical Involvement

This is a tendency to learn through contact with the learning materials, where feeling or touching is possible. It also indicates a tendency to learn best through interaction and a desire to try things out.

Multi-tasking

A single-faceted individual learns best when able to focus on something specific, whilst someone gaining a multi-faceted score tends to prefer to deal with lots of ideas rather than focussing on a single detail.

The careers guidance process can be enhanced by explaining the necessity or likelihood of a particular learning environment within a specific subject area, as this may affect subject suitability and choice. Alternatively, strategies may be suggested to develop methods of working when placed in a less instinctive learning environment.