Here is an image of the Learning Styles Inventory that Julie gave us a copy of in class. I thought it would be good for those of us who lose things to have it available on the blog :)

Team Pendants:
Do you have a favorite college sports team? Why are they your favorite…do you have family members who attended this college or university? Is this a college that you would like to attend? Do you really like a particular athlete on this team? Using these questions as a guide, create a team pendant that represents your interest in different universities/colleges. You can put as many schools on your pendant as you like; create the pendant any way you like (draw, use magazine pictures, words, etc.) – be creative! J We will hang the pendants up around the room after they are finished.
Written Response:
After you have completed your team pendant, please write a response explaining why you chose these particular schools. I would also like you to think about some other questions regarding education, and answer any of the following questions you feel comfortable writing about. You do not have to put your name on the written response, this is just a way for me to get to know the class, and the different knowledge and experiences you each bring to our classroom.
Following are some questions to think about while you are writing your response. You do not have to answer all of the questions they are just a guide to get you thinking. Remember, there is not a right or wrong answer!
*What careers interest you?
*Do you think you need to attend college to pursue these careers?
*What about these careers interest you?
*Are you interested in attending a trade school?
*Do you have family members that have attended a college or trade school?
*What type of careers do your family members have or have had in the past?
*Are these careers you would be interested in? Why or why not?
*Do you talk about your education with your family?
(example: what you are currently doing in school, any educational plans for the future)
*Do you currently enjoy school? Have you enjoyed school in the past?
*Does your family encourage your educational goals?
*If there were not any limits, and you could do anything you have dreamed about – what would you do for your first year after high school graduation?
Learning style inventory
http://www.personal.psu.edu/bxb11/LSI/LSI.htm
This chart helps you determine your learning style; read the word in the left column and then answer the questions in the successive three columns to see how you respond to each situation. Your answers may fall into all three columns, but one column will likely contain the most answers. The dominant column indicates your primary learning style.
(SORRY, THE IMAGE IS NOT UPLOADING I WILL HAVE A HANDOUT FOR YOU IN CLASS)
Try this website: http://www.cambridge.org/elt/readers/placement_test/RPT_last.swf
It is a great way to see what level your students are at in their reading. I would use this as a pre-assessment at the beginning of the year and again at the end of the semester/year to see how they have progressed.
This next sample is taken from our Reading book.
Sample Comprehension Inventory
General Directions: Read pages 595-600 in your textbook. Then look up at the board and not the time it took you to complete the selection. Record this time in the space provided on the response sheet. Close your book and answer the first question. You may then open your textbook to answer the remaining questions.
Student Response Form
Reading time:____________ min. _______________sec.
I. Directions: Close your book and answer the following question: In your own words, what was this section about? Use as much space as you need on the back of this page to complete your answer.
II. Directions: Open your book and answer the following questions.
1-4 True or False statements to align to the text these questions are found directly in the text. These questions relate on the knowledge level of Bloom’s taxonomy.
III. Directions. The author does not directly state answers to these questions. You must “read between the lines” to answer them.
5-7 Short answer questions that ask for students to infer truth and statements that align with the text. These questions are found on the comprehension, application and application level of Bloom’s taxonomy.
IV. Directions: the author does not directly state answers to these questions.
8-10 Short answer questions that ask the students to predict defend and support. These questions are on the synthesis and evaluation levels of Bloom’s taxonomy.
This is a great way to evaluate what your students are getting out of the reading and at what level they are reading at. These questions span the whole spectrum of Bloom’s taxonomy.