Learning Through Assesments

The aim of this piece of writing will be to look at the meaning of learning styles and forms of assessment. It will also look at ideal learning strategies that can be implemented in the learning environment and evaluate how effective forms of assessment can be.

Firstly, what is a learning style? ‘The term learning styles, refers to the concept that individuals differ in regard to what mode of instruction or study is most effective for them.' It involves using methods, particular to an individual, which allow that individual to learn best and was first introduced in the 1970's.

There have been many models and theories connected with learning styles. This idea is based on the Experiential Learning Theory and outlines two related approaches towards gaining experience; concrete experience and abstract conceptualization and then two approaches towards transforming experience; reflective observation and active experimentation. According to Kolb (Psychological science, 2011) all four of these approaches must be used in the learning experience. As each individual tries to use all four approaches, they usually develop strength in one experience grasping approach and one experience transforming approach. As a result, learning styles achieved are a combination of the individuals preferred area. The learning styles resulted in are, Converger, Diverger, Assimilator and Accommodator.

In the mid 1970's Peter Honey and Alan Mumford adapted Kolb's model to be applicable to the business sector. They renamed the stages in the cycle to make it more appropriate to decision making and problem solving. The four stages were then re-named; 1) having an experience, 2) reviewing the experience, 3) concluding from the experience and 4) planning the next steps. Honey and Mumford also aligned the learning styles with each stage and named them Activist, Reflector, Theorist and Pragmatist. This style of learning theory is most likely to be found in commercial businesses and government offices.

Over in America, researchers and educators at the Sudbury Valley School in Massachusetts came up with the Sudbury model of democratic education. Within their school system there is no set curriculum and students are not separated into age-groups and allowed to mix freely. Sudbury argue that learning is a process you do, not a process that is done to you. Their alternative approach encourages students to take responsibility for their own learning and actions, allowing them to learn at their own pace and style. It is argued that students raised in this method do not suffer from learning difficulties.

In 1985 psychologist Howard Gardner, introduced the MI (multiple intelligences) theory. In his book ‘Frames of Mind', he suggested that the traditional form of measuring intelligence was too restricted, as everybody has a different mind and there are no two profiles of intelligence that are