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Learning vs. Performance in the Classroom


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How do teachers evaluate learning versus performance, particularly in lesson observation?

The primary purpose of teacher instruction is to facilitate long-term learning. So, how do classroom observations filter out 'performance' to be able to evaluate retention?

In a research paper published by Soderstrom and Bjork (2015),  Learning versus Performance: An Integrative Review,  academics consider what we can observe and measure as performance; this is often an unreliable indicator of whether any long-term changes have taken place in memory.

Learning Versus Performance

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4th July 202127th July 2021 by @TeacherToolkit
Posted in Basic Account, Leadership, Research, Teaching and LearningTagged classroom observation, Learning, lesson observation, Memory, Nicholas C. Soderstrom, performance, Research, Retention, Robert A. Bjork

2 thoughts on “Learning vs. Performance in the Classroom”

  1. Rozana Leal says:
    13th July 2021 at 8:05 pm

    Excellent

  2. Stella says:
    21st July 2021 at 12:47 pm

    Learning is a very interesting paradox…a student can perform perfectly and the next day it’s like they never heard the lesson whereas the opposite is true as well. I have a student who spends the whole lesson singing and telling make-believe stories but will then be able to recall the knowledge taught several days later. I think it would benefit teachers to have more information and collaboration with neurological research into how the brain retains information and develops synapses.

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