Assessment for Kinesthetic Learners
Education 3504 / Evaluation of Learning / Dr. David Slomp / Krissie Eberhart, Gayle Nanninga, Liana Harvey, Chantel Ronovsky

1.1 Definition

Kinesthetic learners: "like to have opportunities to move around, trace and outline, act out concepts and stories, make models or do experiments, write or draw while listening,walk while talking, imagine themselves in the situation, examine and manipulate material" (Government of Alberta, Education, 2010).


1.2 Why is incorporating Kinesthetic Learning styles in the classroom important (Framework)

The most important reason for incorporating kinesthetic learning styles in the classroom is to accommodate all learning types. Moving, is how some students will learn and understand; hence these students cannot be left out. Incorporating kinesthetic learning styles is essential because it effects how a student learns, reacts and interacts with other students, thinks, problem-solves, and communicates. Kinesthetic students need to feel competent and experience success just like the other students.

The kinesthetic learning style is one of the most used forms of learning for young children. Auditory and visual learning styles are incorporated years later. In order for the highest rate of information absorption to occur in students they must experience touching or being active in some way. Kinesthetic learning styles get at the heart of learning by allowing students who are kinesthetic learners to achieve their potential. Due to the informational demands of the curriculum, creating a project or using experiments - rather than a reading or writing assignments - allows kinesthetic learners to learn at the same rates as other learners. Moving enforces a kinesthetic student's learning (Garland, 2010).

The kinesthetic learning style is most often used outside of the classroom; therefore, classrooms should adopt these ideas to enable learning amongst kinesthetic learners. Many of the kinesthetic learning skills that we learn as children are essential skills for future jobs and positions, regardless if a student chooses to pursue academia. Therefore, in order to help students achieve the fullest potential we need to adjust to their learning style to ensure they become successful adults (Wanlass, 2000).

Kinesthetic learning needs to be incorporated into the classroom because it engages students that require hands-on methods. Students want to be entertained and often when they come into a traditional classroom, they shut down. Outside of the classroom students are stimulated by television, video games, and any hand-held devises where their experiences are comprised by visual, auditory and kinesthetic stimulation. Kinesthetic learning is critical for creating active learners both in and out of a classroom (Garland, 2010).

Classroom assessment is changing
This is an article from the ATA that discusses the purpose of assessment.


1.3 Issues with teaching and assessing Kinesthetic Learner

Issues with teaching- When trying to teach kinesthetic learners it can be hard to incorporate a kinesthetic portion to all lessons. Depending on subject area, and also specific learning outcomes that are trying to be met, sometimes these kinds of activities don't correlate well. There are thoughts that learning styles may be more of learning preferences and it may be hard for young students to be able to determine, or they may not be the best at knowing how they learn or which style is best for them (Woolfolk, Winne, & Perry, 2011 ). This could be affected by numerous things, such as they may think that they learn best in a specific way because that is the main way in which they have been taught to learn, or they may not have experienced, tried or been shown the best way for them to learn yet (Woolfolk, Winne, & Perry, 2011). Another issue is whether or not you make different lesson plans/activities for the students that are kinesthetic learners than those who don't appear to be, or do you make one that incorporates all of the different learning styles which may be difficult. This leads to another issue, how do you know, or how can you be sure that a student is a kinesthetic learner? In addition, chances are that they also need different types of activities as well, to fully understand something.

Issues with assessing- One of the issues that comes up with assessing kinesthetic learners is subjectivity and judgment. Differences of opinions come up when judgment is used, this can create a problem with the assessment being reliable (Woolfolk, Winne, & Perry, 2011). Another issue that comes up is validity, there is thought to be some discrepancies on how well a student does on a kinesthetic assessment and a standard assessment that are both testing for the same thing. They can be thought to do very well on a kinesthetic assessment and not so well on the standard assessment (Woolfolk, Winne, & Perry, 2011).

2.1 How to teach Kinesthetic Learners in a variety of classroom settings

It is important as a teacher to incorporate differentiated learning styles within your classroom to help all students achieve their potential. In order to maintain a functioning classroom, teachers must have well planned lessons that allow students the freedom to move around and interact with others or objects while still remaining on task. As discussed previously, this is one of the most important aspects for kinesthetic learners. Studies have shown that when incorporating kinesthetic or tactual learning styles/activities within the classroom, teachers are finding great successes and positive feedback with their once low-acheiveing students (Masera, 2010). This does not suggest that the high-acheiveing students are not finding success but rather, all students whom require active learning styles are achieving like never before. Incorporating such lessons that accommodate kinesthetic learners is an easy way to ensure all students are receiving adequate education in a fun and exciting way.

This video exemplifies the many possibilities teachers have in incorporating and allowing kinesthetic learners to move around while keeping on task with an assignment (walking around, standing at their desks, sitting on floors,interacting with objects or others,centres for learning etc.).

2.2 How to assess Kinesthetic Learners

When assessing kinesthetic learners, it is important to credit the process, and not just the final piece of work. Attached are examples of lessons one can use in the assessment for kinesthetic learners, of kinesthetic learners, and as kinesthetic learners.

2.2a For Kinesthetic Learners

In this lesson the teacher is able to observe the process that his or her students go through to come up with their persuasive piece of writing. With the option of picking any issue for the students to take a stand on, this lesson can be used in a variety of ways. The kinesthetic learners are provided with the opportunity to get up out of their desks, and to converse with other classmates, while the teacher is able to listen and determine whether or not their students are understanding the concept. Though this is assessment "for" learning focussed, it is also an assessment "as" learning because students learn through their discussions. At the end when students hand in their paragraphs, this lesson also becomes an assessment "of" learning.

2.2b Of Kinesthetic Learners

This document explains two activities that can be completed as final projects for the assessment "of" kinesthetic learners. Both assignments allow students to work with their kinesthetic learning style, in addition they require students to produce a final project that the teacher can use as an assessment "of" the students' learning.

2.2c As Kinesthetic Learners

This document contains four games designed for students at the lower elementary level to practice their letters, sounds, and words. Through participating in these low-risk activities with supervision, students learn how to assess their learning, and discover which concepts they either know or need to continue practicing.

3.1 Teacher Resources

This is a video of Susan McDonald, the founder of the K.A.R.A.T. school of learning in Greensburg, PA. The motto at this school is "Real life learning for Real world living." It is a school designed for kinesthetic learners to succeed - lessons are hands on, and activity based. The video discusses how kinesthetic learners become prepared for post secondary education. It allows one to understand the significance of kinesthetic students working within their learning style.

A handbook that covers the purpose, and value of assessment.

A quick visual that portrays the connection between planning and assessment inside of the classroom.

Tactile Learning Activities
This is a link to a variety of ways one can incorporate kinesthetic learning into their lessons.

4.1 References

Masera, R. M. (2010, January 1). Effects of Traditional versus Tactual/Kinesthetic versus Interactive-Whiteboard Instruction on Primary Students' Vocabulary Achievement- and Attitude-Test Scores. ProQuest LLC, Retrieved from EBSCOhost.

Wanlass, Y. (2000). Broadening the Concept of Learning and School Competence. Elementary School Journal, 100(5), 513-527.

Woolfolk, A. E., Winne, P. H., & Perry, N. E. (2011). Educational psychology (5th ed., pp. 125-520). Toronto, Canada: Pearson Canada.’t-we-all-doing-it/