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

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

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

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

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

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

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

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

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

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

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

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