Our review of the literature disclosed ample evidence that children and adults will, if asked, express preferences about how
they prefer information to be presented to them. There is also plentiful evidence arguing that people differ in the degree
to which they have some fairly specific aptitudes for different kinds of thinking and for processing different types of information.
However, we found virtually no evidence for the interaction pattern mentioned above, which was judged to be a precondition
for validating the educational applications of learning styles. Although the literature on learning styles is enormous, very
few studies have even used an experimental methodology capable of testing the validity of learning styles applied to education.
Moreover, of those that did use an appropriate method, several found results that flatly contradict the popular meshing hypothesis.
We conclude therefore, that at present, there is no adequate evidence base to justify incorporating learning-styles assessments
into general educational practice. Thus, limited education resources would better be devoted to adopting other educational
practices that have a strong evidence base, of which there are an increasing number. However, given the lack of methodologically
sound studies of learning styles, it would be an error to conclude that all possible versions of learning styles have been
tested and found wanting; many have simply not been tested at all. Further research on the use of learning-styles assessment
in instruction may in some cases be warranted, but such research needs to be performed appropriately.
TESOL CALL-IS on 04 Jan 15"What strategy can double student learning gains? According to 250 empirical studies, the answer is formative assessment, defined by Bill Younglove as "the frequent, interactive checking of student progress and understanding in order to identify learning needs and adjust teaching appropriately." A great short article to make one aware of the nature and value of formative assessment. Unlike summative assessment, which evaluates student learning according to a benchmark, formative assessment monitors student understanding so that kids are always aware of their academic strengths and learning gaps. Meanwhile, teachers can improve the effectiveness of their instruction, re-teaching if necessary. "When the cook tastes the soup," writes Robert E. Stake, "that's formative; when the guests taste the soup, that's summative." Formative assessment can be administered as an exam. But if the assessment is not a traditional quiz, it falls within the category of alternative assessment."