A Critical Comparison of Learning Style Instruments Frequently Used with Adult Learners.

Autor/inn/en	Rule, David L.; Grippin, Pauline C.
Titel	A Critical Comparison of Learning Style Instruments Frequently Used with Adult Learners.
Quelle	(1988), (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Learning; Adults; Cognitive Measurement; Cognitive Style; Comparative Analysis; Evaluation Methods; Learning Processes; Learning Strategies; Psychometrics; Test Construction; Test Interpretation; Test Reliability; Test Reviews; Test Use; Test Validity; Group Embedded Figures Test; Learning Style Inventory; Myers Briggs Type Indicator; Productivity Environmental Preference Survey; Self Directed Learning Readiness Scale + Suchen Sie Ihr Suchwort? Adulte education; Adult training; Erwachsenenbildung; Cognitive styles; Kognitiver Stil; Learning process; Lernprozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Psychometry; Psychometrie; Testaufbau; Test analysis; Testauswertung; Testreliabilität; Testanwendung; Testvalidität
Abstract	Theoretical framework, instrument development, and psychometric qualities are reviewed for some measures of learning style currently in use with adults. Instruments reviewed include: (1) Kolb's Learning Style Inventory I; (2) Kolb's Learning Style Inventory II; (3) the Myers-Briggs Type Indicator; (4) the Productivity Environmental Preferences Survey; (5) the Self-Directed Learning Readiness Scale; (6) the Personal Style Indicator; and (7) the Group Embedded Figures Test. For each review, the reliability, validity, interpretation, and utility of the test are discussed. Reviewed instruments come from various theoretical perspectives and have been in existence for varying lengths of time. The review does not indicate that older instruments are more reliable or valid than newer counterparts, but does demonstrate the vast amount of information available for older instruments. For instruments more recently developed, more quality information is needed for the user to make informed decisions about their use. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC