Teaching Style Quiz
How the Scales are Structured
Who Usually Takes This Test?
See How You Compare
Below is a preview of how scores are typically distributed across each scale.
Example Questions From the Test
- Learners propose individual projects and justify how those projects show growth.
- Learners complete a collaborative inquiry and reflect on the group's reasoning.
- Learners perform or produce something using techniques practiced in class.
- Everyone completes a common assessment aligned with clearly defined criteria.
- Use fixed checkpoints at which everyone submits the same required components.
- Schedule skill demonstrations followed by periods of learner practice.
- Hold peer circles where learners solve project challenges together.
- Use brief coaching conferences based on goals and milestones set with each learner.
- Provide the success criteria and let them choose how to approach the task.
- Invite the group to predict effective methods before anyone tries them.
- Give a concise explanation of the correct sequence and common errors.
- Perform the task slowly, thinking aloud, before learners practice it.
Teaching Style Quiz - Description and methodology of the test
Teachers, tutors, and facilitators can use the teaching style quiz to examine how they organize learning, guide activity, and respond to learner needs. It is useful for anyone seeking a clearer picture of teaching style preferences rather than a verdict about one universally best method. It turns everyday teaching preferences into a profile that can support thoughtful experimentation.
What This Assessment Explores
Across the scenarios, the test examines four ways of organizing learning and responding to learners. Items cover assessment, projects, demonstrations, discussion, feedback, structure, learner choice, and teaching role. The teaching style questionnaire is designed for reflection across subjects and settings.
The result describes preference patterns, not teaching quality. Higher outcomes indicate stronger affinity with that dimension. Scores within one point indicate a blended style. The displayed outcomes are:
- Collaborative Facilitator (0-12) reflects dialogue and shared inquiry: Supporting Preference (0-4), Situational Facilitation (5-8), or Strong Affinity (9-12).
- Hands-On Modeler (0-12) reflects demonstrations and visible practice: Supporting Preference (0-4), Selective Modeling (5-8), or Strong Affinity (9-12).
- Independent Learning Coach (0-12) reflects learner choice and coaching: Supporting Preference (0-4), Growing Autonomy (5-8), or Strong Affinity (9-12).
- Structured Director (0-12) reflects clear, planned, teacher-led guidance: Supporting Preference (0-4), Situational Structure (5-8), or Strong Affinity (9-12).
Methodology and Evidence Base
Each item presents a classroom situation with four response choices. The options represent distinct instructional moves, so the profile reflects patterns across scenarios rather than one self-description.
For this online format, responses are summarized across four dimensions and displayed as comparative scores. As a quiz about teaching approaches, it offers a snapshot rather than a norm-referenced administration. The questionnaire does not specify how individual responses are converted into points, so the displayed bands should be read as within-profile preference levels.
Its conceptual reference is Grasha’s 1994 Teaching Style Inventory, with Grasha’s 1996 guide adding practical context. The online questionnaire is conceptually consistent with Grasha’s framework but is not an adaptation of the published inventory; the cited validation findings apply to that inventory, not to this online questionnaire. A 2020 study by Arbabisarjou and colleagues reports validation and normalization for the Grasha-Riechmann inventory in a faculty sample.
Self-report results can reflect current classes, recent experiences, and self-awareness. Use the profile to compare intentions with practice and consider which instructional choices are worth testing in context.
- Grasha, Anthony F. (1994). "A Matter of Style: The Teacher as Expert, Formal Authority, Personal Model, Facilitator, and Delegator." College Teaching, 42(4), 142-149. 10.1080/87567555.1994.9926845
- Grasha, Anthony F. (1996). Teaching with Style: A Practical Guide to Enhancing Learning by Understanding Teaching and Learning Styles. Pittsburgh, PA: Alliance Publishers. ISBN: 0964507110
- Arbabisarjou, Azizollah, Maryam Akbarilakeh, Fatemeh Soroush, and Abolfazl Payandeh. (2020). "Validation and Normalization of Grasha-Riechmann Teaching Style Inventory in Faculty Members of Zahedan University of Medical Sciences." Advances in Medical Education and Practice, 11, 305-312. 10.2147/AMEP.S244313