The relationship between students' reports of learning and their actual recall of lecture material: A validity test

Abstract

This study called the use of the learning‐loss scale into question to the extent that the scale has not been validated experimentally. In order to conduct such a validation, students’ performance in an experimental lecture was compared to their self‐report of how much they learned during that lecture. The results identified a moderately strong validity coefficient between students’ performance on a recall test and reports of how much they believed they learned during a lecture.

Keywords:

• student learning
• measurement
• cognitive learning
• learning loss