1. Defining and Assessing Learning
Chapter 11
Defining and Assessing Learning
Concept: People who assess learning must make inferences from observing performance during practice and tests
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2. Performance Distinguished from Learning
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Observable behavior
Learning
Not directly observable
Must be inferred from observable behavior
Definition: ________________________________________________________________________________________________________________________________________________
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3. General Performance Characteristics of Skill Learning
Five characteristics
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4. Assessing Learning by Observing Practice Performance
Performance curves
Line graph describing performance by plotting performance measures across practice trials or periods of time
Provide evidence of
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See example in Fig. 11.1
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5. Four General Trends Seen in Performance Curves
See Figure 11.2:
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Proportional increases over trials or time
Early improvement but slows during latter practice
Slight improvement early but substantial improvement during later practice
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Combination of A, B, & C curves
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6. Performance Curves for Kinematic Measures
Kinematic measures are difficult to present in performance curves like Fig. 11.1
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To assess improvement and consistency, one graph presented per trial or blocks (i.e., sets) of trials
See Figure 11.3
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7. Assessing Learning by Retention Tests
Tests of a practiced skill that a learner performs following an interval of time after practice has ceased
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Purpose: __________________________________________________________
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8. Assessing Learning by Transfer Tests
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Test can involve:
Performing the practiced skill in a context or situation different from practice, e.g.:
Availability of augmented feedback
Physical environment
Personal characteristics
Performing a skill that is a novel variation of the practiced skill
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9. Assessing Learning from Coordination Dynamics
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Allows observation of the stabilities and transitions of the dynamics of movement coordination related to performing the skill
See example in Figure 11.4
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10. Practice Performance May Misrepresent Learning
Two reasons:
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e.g., Winstein et al. (1996) experiment – described in A Closer Look
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e.g., Franks & Wilberg (1982) experiment
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