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VARK Assessment

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Discussion of the VARK Location of the Tool The VARK assessment tool was found doing an internet search of learning styles tools. Several assessments were found in this search. A few of them were tools that are printed and others were online versions. Most were likert scale. The VARK was chosen over the other tools because it was short, online, easily found with a link, and very self-explanatory for the student learner to complete. The ease of the learners to finish and return the results of the assessment were the main factors in choosing this tool. Development of Tool Neil Fleming developed the VARK learning style assessment in 1987. He was a teacher and designed this learning style assessment because he noticed that some of his students …show more content…

A Rasch analysis was conducted on the tool using 107 participants. “Rasch analysis has been used extensively for analyzing both questionnaire and construct validity and reliability in a number of aspects of healthcare (Fitkov-Norris & Yeghiazarian, 2015).” The overall findings were that the tool is reliable and valid and an accurate tool to discover a student’s preferred learning method. There were a few of the questions the Rasch analysis found to be ambiguous for learners with a mild preference and a strong preference. This was only on four of the items. The study found that a larger population should be assessed for more accurate results. The end conclusion of this study was that “The findings lend support to the questionnaire’s suitability and reliability as an instrument for measuring learners’ preferences for receiving and processing information in Visual, Auditory, Read/Write and Kinesthetic ways (Fitkov-Norris & Yeghiazarian, …show more content…

This student prefers the teacher uses graphs, charts, maps, pictures, etc. The student with auditory preference likes to listen to learn information. They prefer also to speak about what they learn. Read/write learners like diaries, dictionaries, books, highlighting, handouts, etc. This category was added after the assessment was originally created, because the founder saw that there was yet another way of learning that had not been previously covered in the visual, auditory, and kinesthetic categories. Kinesthetic is the most common category for all people taking the VARK assessment. These students like case studies, role playing, touching and using all senses to learn (Fleming

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The evaluator should evaluate all the areas that impact learning ( sight, hearing, etc.) so that

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Figure 1 is a summary of the students’ learning throughout the learning segment. I administrated this test as a pre-assessment prior to the lesson one and administered it again after the completion of lesson 3. This test is a compilation of students’ learning and it demonstration how they met the standards and objectives that were set out for them to achieve. The evaluation criteria in which this assessment and all other assessment in the individual lessons did was not altered. Even though the students have different learning needs, the assessment met all of the needs for all learners.

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Finally, the author states that data should be collected to determine if the student is responding to

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A test was design for each required lab and it was repeated until students achieved mastery as students were tested on these four labs in the exam. This was done as the item analysis revealed that the students were weak in these

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This is done now through the process of having a two assessment category- formative and summative. Both of these categories are used to determine the student’s quarter and semester grade. The summative category would be based on four common assessments, and one of these must be a performance task. As for formative assessments, this would show students the progress that they have made in mastering the material that would appear during the summative exam. He continues by saying that the school has realized that they can no longer control student’s grades based on behavioral infractions.

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By using the assessment, I can recognize what I need to do in order to develop several skills such as communication or attitude. After the assessment, I got the result of “ISJT”, which means introversion, sensing, thinking,

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This way I will be able to gauge whether or not students are grasping the foundation of the lesson. A student who is not able to identify the correct organ - sense match will need more work on identifying their own senses. Second, I will have a quick worksheet for students to work on that will allow me to determine whether or not the students are able to identity sensory words and concrete detail for an object by sense. A student who is not able to come up with descriptions based on a couple of senses will not have met the expectations for this lesson and will need additional

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Context and Unit Description For this essay, students will be completing work from the unit titled ‘Place and liveability’, addressing all content and outcome requirements from the Australian Curriculum: 7-10 Geography. The following are examples of what students will be capable of identifying at the completion of the unit: 1) Factors that influence the decisions people make about where to live and their perceptions of the liveability of places (ACHGK043) 2) The influence of accessibility to services and facilities on the liveability of places (ACHGK044) and 3) Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations,

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Rhetoric is an invaluable tool that writers can use to enhance their work. With this in mind, it is important when conducting research to be aware of the rhetorical devices an author may be using and how they effect a person’s research. Recent research on learning styles has turned out a wide range of facts, figures, and statistics. By studying rhetoric, a researcher can better identify a biased source. Over the past several decades, awareness of the three learning styles has grown significantly.

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One suggestion was to design instruction to conform to their learning styles. Learning styles are patterns of "cognitive, affective, and physiological behaviors that

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This allows educators to differentiate their instruction by giving the learner

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2:1 Compare the strengths and limitations of assessments of a range of assessment methods with reference to the needs of individual learners. Workplace Observations, question and answer/professional discussions, projects/assignments, portfolios, witness statements. A good assessor will always take into account their learners needs and what particular subject they are studying for prior to confirming with learner type of assessment method to be used. Workplace observations

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2. Specify the types of student performance to be observed. In order to see if my students are showing growth, they take a series of assessment that include selected response questions and constructed

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Teachers use formative assessments which can be formal and informal within learning to review the child’s induvial needs and to be able to adapt their teaching techniques when planning lessons or activities to meet the needs of induvial children to improve within their learning and develop. Teachers in each year group would then assess this information with subject leaders to make sure they record and maintain induvial progress. The assessments can be used to give feedback to the children or young people, so they can understand and develop on their work and to give parents or carers feedback on their child’s learning and the level they are working at. formal/informal assessments are carried out by the teachers using assessment strategies such

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Literature Review “Children know how to learn in more ways than we know how to teach them.” —Ronald Edmonds (1991) Each child learns in a different way, therefore if teachers are mainly focused on instructing the majority auditory/visual learners; the students who have different learning styles needs aren’t being met, which results in lack of basic skills moving forward. The idea of one instructional strategy fitting all is creating a void in classrooms; which in turn is failing to help those students struggling the most. Campbell, Helf, and Cooke, (2008) suggests a reason for some students’ ongoing lack of achievements that, “too often, students are instructed indirectly, watching and listening to the teacher or other students with little or no opportunity to actually read” (p. 268).

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