Learning should be assessed with retention and transfer tests rather than current practice performance¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Learning is differentiated from performance by measuring skill retention (longevity of change) and transfer (robustness of what was learned), typically at least 24 hours after practice. → Williams 2017

Evidence¶

Williams 2017¶

Williams, A. M., Fawver, B., & Hodges, N. J. (2017). Using the 'expert performance approach' as a framework for examining and enhancing skill learning: Improving understanding of how experts learn. Frontline Learning Research, 5(3), 139–154. https://doi.org/10.14786/flr.v5i3.267

q2 · i? · the article prints no effect size for this finding · review · r2

This is a conceptual/definitional statement in the review's section on capturing learning, drawing on the motor learning literature (Schmidt & Lee, 2013). It states that "estimates of learning usually involve both a measure of skill retention" and transfer, with testing typically at least 24 hours post-practice under equitable conditions such as absence of feedback.

"Learning is differentiated from performance during practice on the grounds that the latter is evaluated through observation of current behaviour, whereas estimates of learning usually involve both a measure of skill retention (to measure the longevity of the change in performance) and an assessment of transfer"

Discussion¶

Related Claims¶

• Retrieval practice improves long-term retention — related
• Learners who could decide after a trial whether to receive knowledge of results (Self-After, Self-Both) showed less error on a 24-h transfer test to a new target distance than Self-Before learners and their yoked counterparts. — related
• One teacher shifted testing and preparation practices after the student conversations, reportedly resulting in improvements on tests — related
• Effective AI use positively influences sustainable learning performance — related
• Good learners do not always adhere to established practice principles; low contextual interference can still produce good learning
• Spaced Retrieval Improves Retention — related
• In Experiment 3, individual learners showed greater forgetting over 24 hours than paired learners — related
• The retention gap persisted at 48 hours with no differential forgetting between groups (39% vs 52%) — related
• Immediate task success does not establish learning that persists without AI support — related