Objective tests, learning to learn and learning styles: a comment

Given the growing interest concerning the use of alternative assessment methods in accounting education, Sangster's recent paper in this journal is to be welcomed (June, 1996). Sangster presents evidence of his use of objective testing (OT) in a second-level course over five years, comparing performance and the background characteristics of students (including learning styles) in two of those years, and finds learning styles have an impact upon performance. The paper presents an interesting and topical account of the use of OTs in an accounting course over an extended period. However, his applied use of learning styles and the Learning Styles Questionnaire (LSQ) in this context is methodologically questionable. This comment indicates how future research might build on his exploratory work. Issues of concern include the literature base, the psychometric properties of the LSQ, analysis and disclosure of results and educational implications.