The Relevance of Relevance for Learning and Performance

ABSTRACT

In this commentary, an attempt was made to uncover common ground about relevance found among the contributions to this special issue, which reflect diverse theoretical orientations and empirical traditions. Those commonalities characterize relevance as person-centered, complex or multifaceted, significant, and modifiable. With these commonalities identified and discussed, several tacit assumptions about relevance and mechanisms for its enhancement are critiqued. Among those assumptions are: the seeming acceptance of school content and tasks as having relevance; an expectation that changes in relevance judgments should ultimately result in improved learning and performance; and, the assignment of primary responsibility for discerning relevance to learners. This commentary concludes with a recommendation to approach the study of relevance more systemically by considering the broader academic context and forces that can facilitate or frustrate students' abilities to find the value, utility, and meaningfulness in what is taught and what is tasked in school.