The Learning Style Inventory (LSI) is a commonly employed measure of learning styles based on Kolb’s Experiential Learning Model. Nevertheless, the psychometric soundness of LSI scores has historically been critiqued. The present article extends this critique by conducting a reliability generalization study across studies and versions of the test. Results indicated that internal consistency and test-retest reliabilities for LSI scores fluctuate considerably and contribute to deleterious cumulative measurement error. Reliability variation was predictable by test version and several study features.
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