Learning and Study Strategies Inventory (LASSI)

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What Is LASSI?

The Learning and Study Strategies Inventory (LASSI) is a survey that aids students, advisors, and instructors in understanding college-ready study habits, comprehension skills, and motivation characteristics. Weinstein, Palmer, and Acee pull those areas into the characteristics of “skill, will, and self-regulation” (2016, p. 6). Learning is more than academic—It involves your ability to persist, be confident in your knowledge, and manage your studies effectively.

What does this mean? LASSI is a survey that helps you understand more about what learning skills are areas of strength and what you could improve. If you work with an advisor, counselor, instructor, tutor, or peer mentor to improve your skills, you are likely to improve them.

LASSI Frequently Asked Questions

If you need to take Composition I (ENG 105) for your degree program, you are strongly encouraged to take LASSI so that you and your advisor have a better picture of your learning needs and which college courses to recommend. 
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  • ​​You have likely sent your ACT composition scores to the college, and if you have, then you could take LASSI so that you and your advisor could gain additional insight to your learning needs. 
  • If you need to take the ACCUPLACER® Next Generation assessment, then you are encouraged to take LASSI, too.
  • If you sent in ACT scores and would like to take LASSI to help you and your advisor to decide what writing class to take, too. 
You also might be encouraged to take LASSI if you are taking The College Experience (SDV 108), Study Strategies (SDV 115), or other classes. It is available for any instructor to use in their classes as a pre-/post-test. 

If you do not plan to take Composition I (ENG 105) to meet the communication requirement for your degree, then you should NOT take LASSI. To clarify, if you plan to take Communication Skills (COM 703) or Business English (ADM 157), then you do NOT need to take LASSI unless your instructor guides you to complete it for an assignment.

You must be a DMACC student to take LASSI. If you are, then you can click the button below, which requires you to type in your DMACC username and password.

Current Students

When you click the above button, a pop-up will request your username and password. You'll be ​directed to the protected LASSI page. If you don't remember your sign-in credentials, please contact Tech Support via form or call them at 515-965-7300.​

Any student with a documented disability who requires reasonable accommodation should contact the Disability Services Coordinator at 515-964-6850. For more information, visit the Disabilities Services site​.

No, taking LASSI is optional until we have finished piloting LASSI.  You will be asked whether you would like to take it, and you can refuse to take it. However, it is a pretty neat tool to use to gain insight about your study skills.

Before the test begins, you will enter your first and last name, your DMACC Student ID, your email address into a form, and on that screen, you will also check a box if you want to receive a copy of the report by email. Make sure the information you add is accurate because it must match the information we have for you in student records. Also, if your email address is incorrect, then you will not receive a copy of your results.  If you know you entered your email correctly but you cannot find the results in your inbox, then check your junk mail or clutter boxes. 
 
Additionally, when the assessment is finished, then you are presented with the report immediately, and you can save or print the report at that time.
 
Finally, if you still cannot find the results, please email Shannon McGregor (515-697-7813 or sdmcgregor@dmacc.edu​), and she will download or email a report to you or an advisor. If you are unsure what your DMACC Student ID is, log onto MyDMACC, click WebInfo, then look in the upper-right corner of the screen.

After you have completed the assessment, visit the LASSI page (must be signed in to the DMACC website) for more information about reading the results.

If you are a student who wants to improve your skills, reflecting upon them is a great approach to understanding them. 
 
  • ​Scores below the 50th percentile are areas that would benefit from some attention.
  • Scores between the 50th and 75th percentile have room to grow but are probably assets to your learning.
  • Scores above the 75th percentile are strong, but there is always room for improvement. 
The table below the graphic has explanations of each item in LASSI, and they also have suggestions for addressing areas of concern. Read the whole document – graphic, table, and details, and highlight what you could improve.
 
A few reflection questions to consider include:
 
  • ​In what areas are my numbers the highest? (This means they are strengths.) Why are those numbers high? What do I do that makes those areas strengths? Why do I do that? 
  • In what area​s are my numbers the lowest? (This means they possibly weak areas that can be improved upon with awareness and practice.) Why are those numbers low? What do I do (or not do) that makes those areas weak? Why do I do that?
  • What areas are similar in score and in concept? Are those scores high or low? Why?
  • What areas do I need to work on? Can you use any of your strengths to improve weaknesses? Which ones can you use to improve which weaknesses? How can you use them? Make a plan of action to work on those areas. 
A Case Study Example
 
For example, Marianna is a 1st-semester freshman taking a biological science course.  She might have high scores in Information Processing (INP score of 90) and Selecting the Main Idea (SMI score of 75), but she might not be good at Self-testing Strategies (SFT score of 50) and Test-taking Strategies (TST score of 45). Such scores could indicate that Marianna understands what she reads, but she might need help studying and retaining information for tests or for use in her future career as a surgical technician. She also might have a low score for Using Academic Resources (UAR score of 25), which means she might not be good at asking the instructor, a tutor, or a peer for help.
 
To improve her learning awareness, test-taking skills, and use of academic resources, she could review her chapter notes after each study session or at least once each week; create questions from her notes, readings, and class sessions that help her quiz herself over the content; use the questions at the back of the chapter to test what she knows; or form a weekly study group with other students to ensure they are understanding and thinking about the material. She also could reach out to her instructor or to an Academic Achievement Center instructor for professional guidance. If Marianna regularly reviews her questions and notes, talks with knowledgeable people, and attends study group, then she will be more likely to perform much better on the assignments, tests, and projects in class.