“Test day jitters” manifests as “the problems were hard!” when what’s really going on is “I’m not quite as capable when I’m nervous / amped up / in the spotlight.”
The biggest barrier to addressing this issue is misunderstanding what’s really going on.
What skills should tutors have for accommodating visual / auditory / kinesthetic learners? None, I’m afraid; that’s simply not a thing.
And yet, many students’ lived experiences suggests that it is. Why?
I suspect it’s for more or less the same reasons that September babies are overrepresented among elite athletes: a small preference or advantage early on leads to more practice with a particular method, which becomes self-reinforcing.
More valuable than identifying learning styles, I think, is identifying skills that are necessary, but whose absence can go unnoticed.
(Then again, maybe the real moral of the story is that utility can be more important than truth.)