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These learning styles are not innate to an individual but rather are developed based on an individual's experiences and preferences. [18] Based on this model, the Honey and Mumford's Learning Styles Questionnaire (LSQ) [19] was developed to allow individuals to assess and reflect on how they consume information and learn from their experiences ...
The Herrmann Brain Dominance Instrument (HBDI) is a system to measure and describe thinking preferences in people, developed by William "Ned" Herrmann while leading management education at General Electric 's Crotonville facility. It is a type of cognitive style measurement and model, and is often compared to psychological pseudoscientific ...
Cognitive styles analysis ( CSA) was developed by Richard J. Riding and is the most frequently used computerized measure of cognitive styles. Although CSA is not well known in North American institutions, it is quite popular among European universities and organizations. [ 1][ 2] Rezaei & Katz (2004, p. 1318) state: "A number of different ...
The Myers–Briggs Type Indicator (MBTI) is a self-report questionnaire that pseudoscientific claims [5] purport can indicate differing "psychological types" or "personality types". The MBTI was constructed during World War II by Americans Katharine Cook Briggs and her daughter Isabel Briggs Myers, inspired by Swiss psychiatrist Carl Jung 's ...
While learning style theories are fundamentally different from the eight intelligences, there is a model proposed by Richard Strong and others that integrates a person’s preference with the eight intelligences to produce a descriptive tapestry of a person’s intellectual dispositions. [50]
A popular multi-dimensional instrument for the measure of cognitive style is the Myers–Briggs Type Indicator.. Riding (1991) developed a two-dimensional cognitive style instrument, his Cognitive Style Analysis (CSA), which is a compiled computer-presented test that measures individuals' position on two orthogonal dimensions – Wholist-Analytic (W-A) and Verbal-Imagery (V-I).
Educational assessment or educational evaluation[1] is the systematic process of documenting and using empirical data on the knowledge, skill, attitudes, aptitude and beliefs to refine programs and improve student learning. [2] Assessment data can be obtained by examining student work directly to assess the achievement of learning outcomes or ...
The first self-assessment based on Marston's DISC theory was created in 1956 by Walter Clarke, an industrial psychologist. In 1956, Clarke created the Activity Vector Analysis, a checklist of adjectives on which he asked people to indicate descriptions that were accurate about themselves. [5]