Assessing learning profiles and study skills

Abstract

Modern educational settings are inherently heterogeneous, placing increasing demands on teachers to address the diverse learning needs of their students through differentiated instruction. The purpose of this study is to present a structured, multi-dimensional "Assessment Protocol for Learning Profile and Study Skills", designed as a practical tool to support differentiated instruction in inclusive classroom settings. The study follows a mixed-methods approach combining descriptive quantitative analysis with qualitative case study illustration. The protocol was implemented within the framework of a broader research study conducted during the 2016–2017 school year in primary schools in the regions of Khalkidhiki and Pella, Greece. It was administered to 20 fifth-grade students (12 male, 8 female; mean age 10.4 years) diagnosed with dyslexia, by three teachers per case (German language teacher, classroom teacher, and special education teacher), with an approximate administration time of 20 minutes per student. The 45-item protocol is organised into five core domains: (a) motivation and emotional state, (b) environmental and physical preferences, (c) social interaction and communication, (d) cognitive and metacognitive profile, and (e) study and organisational skills, combining open-ended, multiple-choice, dichotomous, and three-point Likert scale items. The present paper reports descriptive analyses derived from the Assessment Protocol, which constituted one component of a broader mixed-methods investigation. Findings enabled the systematic mapping of each student's learning profile, revealing distinct patterns in motivation, organisational skills, metacognitive awareness, and study habits. Through a detailed case study, it is demonstrated how assessment data are translated into concrete pedagogical interventions, such as the use of graphic organizers, cooperative learning activities, and tailored study schedules aligned with each student's peak alertness hours. In conclusion, the protocol serves as a vital bridge between learning strategy theory and classroom practice, offering a holistic framework that fosters learning autonomy and ensures equitable access to knowledge for all students within the inclusive classroom.