Assessing learning achievement, time effort, learning approaches and tempo during learning within the experiment-based behavioral task LAsO - reliability and incremental validity

The assessment of aspects of learning potential like learning achievement and approaches in our days of life long learning is interesting for an appraisal of aptitude and the identification of high- and low-potentials. Due to the reported problems concerning the predictive validity of common instruments, we used the new experiment-based behavioral task LAsO for an assessment of learning achievement, time effort, learning approaches and tempo during learning based on a micro analytic action research. We analysed reliability and incremental validity on a sample of 322 apprentices. Beneath the valuated behavior by the formation team and a short scale for conscientiousness, the integration of the LAsO-scores into two block binary logistic regression analyses revealed, that the LAsOscores are significant predictors for high- and low-potentials and therefore provide increment predictive validity.