VARK Learning Styles and Preferences
Assessment Description
Learning styles represent the different approaches to learning based on preferences, weaknesses, and strengths. For learners to best achieve the desired educational outcome, learning styles must be considered when creating a plan. Complete "The VARK Questionnaire," located on the VARK website, and then complete the following:
Click "OK" to receive your questionnaire scores.
Once you have determined your preferred learning style, review the corresponding link to view your learning preference.
Review the other learning styles: visual, aural, read/write, kinesthetic, and multimodal (listed on the VARK Questionnaire Results page).
Compare your current preferred learning strategies to the identified strategies for your preferred learning style.
Examine how awareness of learning styles has influenced your perceptions of teaching and learning.
In a paper (750-1,000 words), summarize your analysis of this exercise and discuss the overall value of learning styles. Include the following:
Provide a summary of your learning style according the VARK questionnaire.
Describe your preferred learning strategies. Compare your current preferred learning strategies to the identified strategies for your preferred learning style.
Describe how individual learning styles affect the degree to which a learner can understand or perform educational activities. Discuss the importance of an educator identifying individual learning styles and preferences when working with learners.
Discuss why understanding the learning styles of individuals participating in health promotion is important to achieving the desired outcome. How do learning styles ultimately affect the possibility for a behavioral change? How would different learning styles be accommodated in health promotion?
Cite to at least three peer-reviewed or scholarly sources to complete this assignment. Sources should be published within the last 5 years and appropriate for the assignment criteria.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Criteria Description
Personal Learning Styles According to VARK Questionnaire
5. Excellent
20 points
Personal learning style according to the VARK questionnaire is identified and described in detail. Summary offers examples that display personal insight or reflection.
4. Good
17.8 points
Personal learning style according to the VARK questionnaire is identified and described.
3. Satisfactory
15.8 points
Personal learning style according to the VARK questionnaire is identified and basic summary is provided.
2. Less than Satisfactory
15 points
Personal learning style according to the VARK questionnaire is identified, but summary is incomplete.
1. Unsatisfactory
0 points
Personal learning style content is missing. Personal learning style presented is not reflective of VARK questionnaire.
collapse Preferred Learning Strategies assessment
Preferred Learning Strategies
20 points
Criteria Description
Preferred Learning Strategies
5. Excellent
20 points
Personal learning strategy is clearly described. A comparison of current preferred learning styles and VARK identified learning styles is detailed. Overall discussion demonstrates insight into preferred learning strategies and how these support preferred learning styles.
4. Good
17.8 points
Personal learning strategy is described. A comparison of current preferred learning styles and VARK identified learning styles is presented.
3. Satisfactory
15.8 points
Personal learning strategy is summarized. A comparison of current preferred learning styles and VARK identified learning styles is generally described.
2. Less than Satisfactory
15 points
Personal learning strategy is partially described. A comparison of current preferred learning styles and VARK identified learning styles is incomplete.
1. Unsatisfactory
0 points
Personal learning strategy content is missing.
collapse Learning Styles assessment
Learning Styles
20 points
Criteria Description
Learning Styles (Effect on educational performance and importance of identifying learning styles for learners as an educator)
5. Excellent
20 points
Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is thoroughly discussed. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is clearly established. Strong rationale and evidence support discussion.
4. Good
17.8 points
Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is discussed. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is established. Some rationale or evidence is needed for support.
3. Satisfactory
15.8 points
Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is generally discussed. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is generally established. There are minor inaccuracies. More rationale or evidence is needed for support.
2. Less than Satisfactory
15 points
Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is partially presented. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is unclear. There are inaccuracies.
1. Unsatisfactory
0 points
Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is not presented.
collapse Learning Styles and Health Promotion assessment
Learning Styles and Health Promotion
20 points
Criteria Description
Learning Styles and Health Promotion (learning styles and importance to achieving desired outcome for learners, learning styles and effect on behavioral change, accommodation of different learning styles in health promotion)
5. Excellent
20 points
Understanding the learning styles of individuals participating in a health promotion, and the correlation to behavioral change and achieving desired outcomes is discussed in detail. A strong correlation has been established. Accommodation of different learning styles is discussed. The narrative demonstrates insight into the importance of learning styles to health promotion and behavioral outcomes.
4. Good
17.8 points
Understanding the learning styles of individuals participating in a health promotion, and the correlation to behavioral change and achieving desired outcomes is discussed; a correlation has been established. Accommodation of different learning styles is discussed. Some detail or minor support is needed.
3. Satisfactory
15.8 points
Understanding the learning styles of individuals participating in a health promotion, and the correlation to behavioral change and achieving desired outcomes is generally presented; a general correlation has been established. More rationale or evidence is needed to fully establish correlation. Accommodation of different learning styles is summarized.
2. Less than Satisfactory
15 points
Understanding the learning styles of individuals participating in health promotion and the correlation to behavioral change and achieving desired outcomes is partially presented; a correlation has not been established. Accommodation of different learning styles is incomplete. There are inaccuracies.
1. Unsatisfactory
0 points
Understanding the learning styles of individuals participating in health promotion, the correlation to behavioral change and achieving desired outcomes, and the accommodation of different learning styles is not discussed.
collapse Thesis Development and Purpose assessment
Thesis Development and Purpose
5 points
Criteria Description
Thesis Development and Purpose
5. Excellent
5 points
Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
4. Good
4.45 points
Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.
3. Satisfactory
3.95 points
Thesis is apparent and appropriate to purpose.
2. Less than Satisfactory
3.75 points
Thesis is insufficiently developed or vague. Purpose is not clear.
1. Unsatisfactory
0 points
Paper lacks any discernible overall purpose or organizing claim.
collapse Argument Logic and Construction assessment
Argument Logic and Construction
5 points
Criteria Description
Argument Logic and Construction
5. Excellent
5 points
Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
4. Good
4.45 points
Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.
3. Satisfactory
3.95 points
Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.
2. Less than Satisfactory
3.75 points
Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.
1. Unsatisfactory
0 points
Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.
collapse Mechanics of Writing (includes spelling, punctuation, grammar, language use) assessment
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
5 points
Criteria Description
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
5. Excellent
5 points
Writer is clearly in command of standard, written, academic English.
4. Good
4.45 points
Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.
3. Satisfactory
3.95 points
Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.
2. Less than Satisfactory
3.75 points
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.
1. Unsatisfactory
0 points
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.
collapse Paper Format (use of appropriate style for the major and assignment) assessment
Paper Format (use of appropriate style for the major and assignment)
2 points
Criteria Description
Paper Format (use of appropriate style for the major and assignment)
5. Excellent
2 points
All format elements are correct.
4. Good
1.78 points
Template is fully used; There are virtually no errors in formatting style.
3. Satisfactory
1.58 points
Template is used, and formatting is correct, although some minor errors may be present.
2. Less than Satisfactory
1.5 points
Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.
1. Unsatisfactory
0 points
Template is not used appropriately or documentation format is rarely followed correctly.
collapse Documentation of Sources assessment
Documentation of Sources
3 points
Criteria Description
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
5. Excellent
3 points
Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
4. Good
2.67 points
Sources are documented, as appropriate to assignment and style, and format is mostly correct.
3. Satisfactory
2.37 points
Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.
2. Less than Satisfactory
2.25 points
Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.
1. Unsatisfactory
0 points
Sources are not documented.
VARK Learning Styles and Preferences
Your Name
Subject and Section
Professor’s Name
January 14, 2022
Understanding one's learning preference is essential for every educator. It allows him to appreciate his learning style better and recognizes others’. In turn, this allows his capability to devise methods and manners that would improve his students' learning experience. This article would focus on the learning style after taking my VARK survey, to with a multi-modal learning style. A multi-modal learning style combines various aspects of learning. Thus, I will discuss the results in greater detail in the succeeding chapters.
Learning Preference
After taking the VARK questionnaire, I realized that I am a multi-modal learner. According to Lawless (2019), multi-modal learning is a learning preference that balances other categories, including kinesthetic, visual, and auditory, among others. Specifically, the VARK results show that my strongest learning preference is visual (15), followed by kinesthetic (13), aural (11), and read and write (8). In turn, this means that I prefer using diagrams, video lectures, and even personal experience and demonstrations, among others.
After getting my results, my assessment reflects my learning style. It was shown that despite being a multi-modal learner, my greatest preference is visual elements such as diagrams, models, charts, videos, etc. I also prefer watching videos or looking at summary diagrams of what I am trying to study in real life. These videos usually serve as my overview of what I will be learning, which I typically supplement with other learning materials or processes. By combining these techniques, I became more capable of comprehending and retaining what I learned in my study materials. By combining these methods, I noticed that I tend to remember the concepts and principles that I have known compared to when I merely read the books and other materials.
In line with this, I realized that knowing about these learning preferences is essential for one's academic career and even for my future students. One of the main roles that a teacher has is to create a holistic and effective learning environment that would maximize the learning potential of his students. Studies show that incorporating various activities that address the students' learning preferences increases satisfaction in the academic curriculum and the overall learning environment (Weldy, 2018). Growing curriculum, classroom, and learning satisfaction is essential to increasing motivation, especially when most classes are conducted online.
Additionally, contrary to the belief that taking advantage of th...