An Examination of Ipsative and Normative Versions of Kolb'S Revised Learning Tyle Inventory

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Abstract
The construct validity of Kolb's revised 12-item Learning Style Inventory was examined by comparing results of the standard ipsatively scored version to an alternate normative version that was scored on a Likert Scale and consisted of 48 (12 statements x 4 endings) separate items. Findings of the study on the ipsative version were similar to those reported in prior research. Two strong bipolar dimensions were identified running from feeling to watching and from doing to thinking. These dimensions, however, are in contrast to Kolb's theorized bipolar dimensions of thinking to feeling and watching to doing. Additionally, only the thinking ability was supported as a separate learning construct by the ipsative inventory. The analysis of the normative instrument did not produce any bipolar dimensions, but did produce strong support for the four separate learning abilities theorized by Kolb and the Experiential Learning Model. While strong evidence was found to support the four separate learning abilities, the normative instrument did not indicate any relative learning preference trade-off as posited by the theory.