Diagnostic Tests LAM-3-WY

Battery of Learning Style Diagnostic Tests

LAM-3-WYS

Senior High School, College and University Version

Claude Lamontagne

Gaëtane Trahan-Lamontagne

Jean-Maurice Lamy

1^st edition, 1^st printing

Learning Profile Series

Institut de recherche sur le profil d'apprentissage, inc.

Arrondissement Saint-Hubert, Longueuil, Québec, Canada

Here is a sample of the kinds of questions asked :
Examples of questions of tests 1, 2, 3, 4, 5, 6 and 8

Example of question of test 7

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To get in touch with us...

(21.5 X 27.7 cm (8 1/2 X 11 inches format), ring binding combs, 44 pages)

INSTRUCTIONS

for tests 1, 2, 3, 4, 5, 6 and 8

(...)

These tests have no time limit. Each one is made up of a certain number of statements that you have to evaluate in reference to yourself.

There are four assessments to choose from for each statement:

1)  Very often

2)  Often

3)  Seldom

4)  Almost never

All assessments are good.

Indicate your RATING on the answer sheet by writing the appropriate number in the corresponding square box.

Here are two examples.

1.  I recognise the make of a car from the motor sound alone.

1)  Very often

2)  Often

3)  Seldom

4)  Almost never

2.  I remember the names of people introduced to me for the first time.

1)  Very often

2)  Often

3)  Seldom

4)  Almost never

(...)

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INSTRUCTIONS

for test 7

The following test comprises five situations (1, 2, 3, 4, 5) with four statements each (A, B, C, D).
Rate these four statements in order of preference according to what you would likely do in each situation.

Here is the scale to be used in each situation:

1)  First choice

2)  Second choice

3)  Third choice

4)  Fourth choice

Read all four statements (A, B, C, D) relating to each situation, compare them, and then determine your order of preference.

Here is one example:

Situation No. X

If I have to select the members of a sports team, I do so according to:

A. Criteria defined by experienced sportspersons and coaches adept at putting teams together;

B. The compatibility of prospective recruits so as to ensure a well co-ordinated team play;

C. The different functions essential to the team and requiring special skills of its members;

D. Predetermined criteria, the compatibility of team members, and the various functions of team play.

Preference scale:

1) First choice

2) Second choice

3) Third choice

4) Fourth choice

(...)

In short, read through everything concerning a given situation before starting to rate the statements.

(...)

To get in touch with us...
The simple fact of responding to a questionnaire whose purpose is to get the learning profile of a pupil, a student, an adult, put this one on the road to get a better understanding of his/her own way of learning, communicating and creating. From there, it is possible to go through the analysis and interpretation step of his/her learning profile to identify its implications in the different situation of learning, communicating and creating in which he/she is involved in on a daily basis and his/her life long.

For further details, don't hesitate to contact us!

Claude Lamontagne

Gaëtane Trahan-Lamontagne

Institut de recherche sur le profil d'apprentissage, inc.

Arrondissement Saint-Hubert, Longueuil, Québec, Canada

claude.lamontagne@irpa.qc.ca

gaetane.trahan@irpa.qc.ca