Overview of LASSI-HS
The Learning and Study Strategies Inventory - High School Version (LASSI-HS) is an assessment tool designed to measure students' use of learning and study strategies and methods at the secondary school level. The original version of the LASSI, published in 1987, was designed for students who are currently enrolled in college. The high school version was developed in response to the need to assess skills that are critical for academic success at the high school level, but that are also instrumental for making a successful transition into a college setting.
The LASSI-HS is a 76-item self-report instrument. There are two forms of the LASSI-HS: a self-scored form that can be scored by a teacher, counselor, or individual student; and a Web administered version that is taken and scored on the computer. Separate norms are provided for 9th, 10th, 11th, and 12th grade students. In addition, by using the 12th grade norms, this instrument is appropriate for first-year college students who are not yet familiar with the tasks and learning demands of the college environment. The LASSI-HS can be administered on an individual or a group basis.
The LASSI-HS was developed at the University of Texas at Austin by Claire Ellen Weinstein, Ph.D. and David R. Palmer, Ph.D.
Skill Component of Strategic Learning
The LASSI-HS scales related to the skill component of strategic learning are: Information Processing, Selecting Main Ideas and Test Strategies. These scales examine students' learning strategies, skills and thought processes related to identifying, acquiring and constructing meaning for important new information, ideas and procedures, and how they prepare for and demonstrate their new knowledge on tests or other evaluative procedures.
The Will Component of Strategic Learning
The LASSI-HS Scales related to the will component of strategic learning are: Attitude, Motivation and Anxiety. These scales measure students' receptivity to learning new information, their attitudes and interest in college, their diligence, self-discipline, and willingness to exert the effort necessary to successfully complete academic requirements, and the degree to which they worry about their academic performance.
The Self-regulation Component of Strategic Learning
The LASSI-HS Scales related to the self-regulation component of strategic learning are: Concentration; Time Management; Self-Testing and Study Aids. These scales measure how students manage, or self-regulate and control, the whole learning process through using their time effectively, focusing their attention and maintaining their concentration over time, checking to see if they have met the learning demands for a class, an assignment or a test, and using study supports such as review sessions, tutors or special features of a textbook.
Who Can Benefit from Completing the LASSI-HS?
- Students entering the 9th grade who have a history of low achievement.
- Students entering the 9th, 10th, 11th, or 12th grade who are achieving below grade level.
- Students who are experiencing academic difficulty while they are at any grade level in high school.
- Students who are poorly motivated in school.
- Students who want to improve their learning and studying skills.
- Students who want to make the most of their learning potential.
- Students who are preparing for college work.
The LASSI-HS, both the self-scored form and Web version, can be administered on either an individual or a group basis. It is meant to be used as:
- a diagnostic measure to help identify areas in which students could benefit most from educational interventions;
- a counseling tool for student advising, for academic remediation and enrichment programs, for student learning assistance programs, for high school to college transition programs, and for college preparation programs;
- a basis for planning individual prescriptions for both remediation and enrichment;
- a pre-post achievement measure for students participating in programs or courses focusing on learning strategies and study skills; and
- an evaluation tool to assess the degree of success of intervention programs or courses.
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