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Essay / Research Paper Abstract
This 3 page paper looks at a variety of alternative assessment methods for divergent learners. Characteristics of divergent learners are discussed in depth. Bibliography lists 3 sources.
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3 pages (~225 words per page)
File: RT13_SA313dl.rtf
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personality factors and learning styles may be related to academic achievement ( Johnson, Pitts & Lane, 2000) . In the final analysis, a set of descriptors had been developed
to more clearly delineate personalities of achievers and underachievers (Johnson, 1996 as cited in Johnson, Pitts & Lane, 2000). A summary of these descriptors found that achievers are more
introverted, abstract-thinking, and emotionally stable (2000). They tend to be more mature, serious, conscientious, moralistic, secure, self-satisfied, self-sufficient, and resourceful (2000). They also prefer their own decisions to decisions
others make, and are socially precise, relaxed, tranquil, and composed (2000). Underachievers appeared to be extroverted, warm, kind, and willing to participate (2000). They are concrete-thinking, enthusiastic,
spontaneous, expressive, cheerful, and expedient (2000). They also tend to be insecure, self-blaming, and group oriented (2000). They are willing to listen to others but are not bound by
social rules (2000). Achievers on the other hand are extremely flexible and they easily adapt to analytical situations whereas underachievers do not (2000). Subtle differences between these children
and the rest of society create a category of learners known as divergent learners. They do not learn exactly like everyone else and so are difficult to assess. Divergent learners
are endowed with a unique variety of personality traits and this is something that separates them from the general populous (Johnson, Pitts & Lane, 2000). Many of these traits
are related to academic achievement and effective leadership and because personality traits are expressed in learning styles and preferences, teacher education programs should concentrate on making sure that teachers
are aware of differentials in personality traits and global learning styles as well as to provide extensive training in how to best accommodate individual differences in students (2000). It is
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