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

2. Performance Distinguished from Learning
Execution of a skill at a specific time and in a
specific location
Observable behavior
Learning
Not directly observable; must be inferred from observable behavior
Definition: A change in the capability to perform a skill that must be inferred from a relatively permanent improvement in performance as a result of practice or experience

3. Performance Variables
Factors that can affect a person’s performance but not the degree of learning the person has achieved

4. General Performance Characteristics of Skill Learning
Five characteristics
Improvement
Consistency
Stability
Persistence
Adaptability

5. 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
Improvement
Consistency

6. Four General Trends Seen in Performance Curves
Linear
Proportional increases over trials or time
Negatively accelerated
Early improvement but slows during latter practice

7. Four General Trends Seen in Performance Curves (cont)
C. Positively accelerated
Slight improvement early but substantial
improvement during later practice
D. Ogive or S-shaped
Combination of A, B, & C curves

8. Assessing Learning by Retention Tests
Assess the persistence of what was learned during practice
Tests of a practiced skill that a learner performs following an interval of time after practice has ceased
Length of no-practice interval is arbitrary
Purpose: Assess permanence of the performance level achieved during practice

9. Assessing Learning by Transfer Tests
Assess the adaptability of what was learned during practice
Test can involve:
Performing the practiced skill in a performance context or situation different from practice, e.g.:
Availability of augmented feedback
Physical environment
Performing a skill that is different from the skill they practiced

10. Assessing Learning from Coordination Dynamics
Allows observation of the stabilities and transitions of the dynamics of movement coordination related to performing the skill
See Figure 11.4

12. Practice Performance May Misrepresent Learning
Two reasons:
Practice may involve a performance variable that artificially inflates or depresses performance
e.g., Winstein et al. (1996) experiment – described in A Closer Look
Practice may involve performance plateaus
e.g., Franks & Wilberg (1982) experiment

14. Practice Performance May Misrepresent Learning
Two reasons:
Practice may involve a performance variable that artificially inflates or depresses performance
e.g., Winstein et al. (1996) experiment – Effect of different knowledge of results conditions on learning a task
Practice may involve performance plateaus
e.g., Franks & Wilberg (1982) experiment