What is LASSI?
The LASSI is a 10-scale, 60-item assessment of students' awareness about and use of learning and study strategies related to following components of Strategic Learning:
How to take LASSI?
The LASSI test may take 10 to 20 minutes to complete.
You will be asked to respond to 60 statements. To help you decide which responses to select, here is an explanation of what is meant by each option.
- By Not at all typical of me, this would be true of you only in rare instances.
- By Not very typical of me, the statement would generally not be true of you.
- By Somewhat typical of me, the statement would be true about half the time.
- By Fairly Typical of me, the statement would generally be true of you.
- By Very much typical of me, This answer is not necessarily meant to describe you always, but it would be true almost all of the time.
Follow the below mentioned instructions after going to the above link
In the box labeled “FIRST ADMINISTRATION”, enter the following information:
School Number: 80371
School User Name: bccy
School User Password: gbx8
The detailed instruction to LASSI can be found here
After completing LASSI
After completing all the items and successfully submitting the results, a two-page report will be displayed listing your scores for each of ten scales. An explanation of the results will be a part of the report. Your scores should help you understand more about yourself and how you compare to others who have taken this assessment. With these results you can also take steps to make meaningful improvements to your learning and study skills; personal tools that impact your success as a student.
Contact a TASC Success Coach to discuss these results. Success Coaching offered by TASC, (the Tutoring and Academic Success Center) is designed to help you improve your learning and study skills. Make an appointment on Starfish, visit TASC in MC 233, or call TASC at 216-687-2012.
The LASSI 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 LASSI 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 LASSI 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.
The focus is on both covert and overt thoughts, behaviors, attitudes and beliefs that relate to successful learning and that can be altered through educational interventions.
Research has repeatedly demonstrated that these factors contribute significantly to success in college and that they can be learned or enhanced through educational interventions such as learning and study skills courses.
The LASSI provides standardized scores (percentile score equivalents) and national norms for ten different scales (there is no total score since this is a diagnostic measure). The LASSI is both diagnostic and prescriptive. It provides students with a diagnosis of their strengths and weaknesses, compared to other college students, in the areas covered by the 10 scales and it is prescriptive in that it provides feedback about areas where students may be weak and need to improve their knowledge, attitudes, beliefs and skills.