Learning styles theory as a theoretical framework for K-12 assessment and instruction¶

Theory · All theories
Evidence · 4 claims (3 for, 1 against) · 4 studies (2 review, 1 causal, 1 theoretical), q1–q3 · 0 of 4 report an effect size · 3 claims rest on one study

Description¶

The article discusses learning styles theory as its theoretical framework for examining how students are classified by preferences for taking in, processing, and demonstrating information in education. The abstract states that "The theoretical framework of LS theory is discussed" and that the paper investigates the role of LS in K-12 education, including how student LS are assessed and the extent to which they have informed instruction. The framework serves as the basis for the article's argument about adapting assessment to student learning styles.

Design Implications¶

Context¶

Requirements¶

• The framework is used to organize consideration of how student LS are assessed and how LS have informed K-12 instruction

Constraints¶

Target Learners¶

• K-12 students

Target Learning Objectives¶

• Assessment of student ability aligned with learning style preferences

Claims¶

• Learning Styles Classify Student Preferences [+W]
• Learning styles impact teachers, pedagogy, student engagement, and assessment in K-12 education [+W]
• The literature contains a gap regarding the development of assessments based on learning styles [+W]
• Learning Styles Matching Does Not Improve Learning [-S]

Related Theories¶

Examples¶

• Technology-enhanced items (TEIs) as an assessment format adaptable to learning styles
• Adapt student assessment using technology-enhanced items developed based on students' learning styles

Key Sources¶

• Deborah Adkins, Meg Guerreiro. (2018). Learning styles: Considerations for technology enhanced item design: Learning styles. British Journal of Educational Technology 49(10). https://www.nwea.org/research/publication/learning-styles-considerations-for-technology-enhanced-item-design-learning-styles/