1. VARK Analysis Paper
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. An abstract is not required.This assignment uses a
rubric. Please review the rubric prior to beginning the assignment to become familiar with
the expectations for successful completion. RUBRIC:VARK Analysis Paper – RubricNo of
Criteria: 9 Achievement Levels: 5CriteriaAchievement
LevelsDescriptionPercentageUnsatisfactory0.00 %Less than Satisfactory75.00
%Satisfactory79.00 %Good89.00 %Excellent100.00 %Content80.0 Personal Learning
Styles According to VARK Questionnaire20.0Personal learning style content is missing.
Personal learning style presented is not reflective of VARK questionnaire.Personal learning
style according to the VARK questionnaire is identified, but summary is
incomplete.Personal learning style according to the VARK questionnaire is identified and
2. basic summary is provided.Personal learning style according to the VARK questionnaire is
identified and described.Personal learning style according to the VARK questionnaire is
identified and described in detail. Summary offers examples that display personal insight or
reflection.Preferred Learning Strategies20.0Personal learning strategy content is
missing.Personal learning strategy is partially described. A comparison of current preferred
learning styles and VARK identified learning styles is incomplete.Personal learning strategy
is summarized. A comparison of current preferred learning styles and VARK identified
learning styles is generally described.Personal learning strategy is described. A comparison
of current preferred learning styles and VARK identified learning styles is
presented.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.Learning Styles (Effect on educational performance and importance of
identifying learning styles for learners as an educator)20.0Importance of learning styles for
a learner, and importance of educator identifying individual learning styles and preferences
when working with learners, is not presented.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.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.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.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.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)20.0Understanding 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.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.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
3. established. More rationale or evidence is needed to fully establish correlation.
Accommodation of different learning styles is summarized.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.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.Organization and
Effectiveness15.0 Thesis Development and Purpose5.0Paper lacks any discernible overall
purpose or organizing claim.Thesis is insufficiently developed or vague. Purpose is not
clear.Thesis is apparent and appropriate to purpose.Thesis is clear and forecasts the
development of the paper. Thesis is descriptive and reflective of the arguments and
appropriate to the purpose.Thesis is comprehensive and contains the essence of the paper.
Thesis statement makes the purpose of the paper clear.Argument Logic and
Construction5.0Statement of purpose is not justified by the conclusion. The conclusion does
not support the claim made. Argument is incoherent and uses noncredible
sources.Sufficient justification of claims is lacking. Argument lacks consistent unity. There
are obvious flaws in the logic. Some sources have questionable credibility.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.Argument shows logical
progressions. Techniques of argumentation are evident. There is a smooth progression of
claims from introduction to conclusion. Most sources are authoritative.Clear and convincing
argument that presents a persuasive claim in a distinctive and compelling manner. All
sources are authoritative.Mechanics of Writing (includes spelling, punctuation, grammar,
language use)5.0Surface errors are pervasive enough that they impede communication of
meaning. Inappropriate word choice or sentence construction is used.Frequent and
repetitive mechanical errors distract the reader. Inconsistencies in language choice
(register), sentence structure, or word choice are present.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.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.Writer is clearly in command of standard, written, academic
English.Format5.0 Paper Format (use of appropriate style for the major and
assignment)2.0Template is not used appropriately or documentation format is rarely
followed correctly.Template is used, but some elements are missing or mistaken; lack of
control with formatting is apparent.Template is used, and formatting is correct, although
some minor errors may be present.Template is fully used; There are virtually no errors in
formatting style.All format elements are correct.Documentation of Sources (citations,
footnotes, references, bibliography, etc., as appropriate to assignment and style)3.0Sources
are not documented.Documentation of sources is inconsistent or incorrect, as appropriate
4. to assignment and style, with numerous formatting errors.Sources are documented, as
appropriate to assignment and style, although some formatting errors may be
present.Sources are documented, as appropriate to assignment and style, and format is
mostly correct.Sources are completely and correctly documented, as appropriate to
assignment and style, and format is free of error.Total Percentage 100
