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Unformatted text preview: Chapter 11: defining and assessing learning Concept: People who assess learning must make inferences from observing performance during practice and tests Performance: observed behavior; execution of a skill at a specific time and in a specific situation Learning defined: Change in behavior due to experience (Chance, 2003) Means that something is lost or gained Stop smoking-change behavior and lost something Learn new skill Change diet-eat less calories Behavior: Anything an organism does that can be measured Not all changes in behavior are due to experience, and not all experiences are learning experiences (child not walking: maturation not learning (giving a tranquilizer to calm someone)-changes behavior, but not a learning experience Studying for an exam: change in behavior and a learning experience Ex. Teach a patient ROM-learning skill Motor learning: General definition : A change in the capability of a person to perform a skill that must be inferred from a relatively permanent improvement in performance as a result of practice or experience . General Performance Characteristics Associated with Learning a Motor Skill Improvement over a period of time Increase in trial-to-trial, or performance-to-performance consistency Persistence of improvement and consistency Increase in adaptability to environmental context variations Increase in stability [ i.e ., decrease effects of perturbations] All of these are tied together Performance variables: alertness of person, anxiety created by situation, uniqueness of setting, fatigue, etc. Distinguishing between learning and performance: Performance Observable behavior Execution of a skill Temporary May not be due to practice or experience Can be influenced by performance variables Ex. Exam scores; see someone execute skills (writing, typing on a computer, nodding head) Learning Not directly observable Relatively permanent Due to practice or experience Easy to make incorrect inferences about both-ex. Shot free throws and by luck make 10/10, assume you are great at skill however, you dont know that for a fact If you are learning you should be able to infer from exam scores Performance: things that is observable. If someone shots a basketball then it is a performance.-In class we look like we are paying attention and giving the teacher observable behavior. The teacher can ONLY infer that we are learning it is no something that can be seen. The assessment of learning Proceed with caution Easy to make incorrect inferences: Therapy; sport You are accountable Things may not be as they appear It is easy to make incorrect inferences. You are accountable as a professional to create environments to make sure people stay efficient. (picture of president bush speaking while a girl is yawning in the background) Her yawning is a performance and from this observation we infer things although we dont really know why. She may be sick, tired, had a long night, boring speech being observation we infer things although we dont really know why....
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This note was uploaded on 06/25/2008 for the course KIN 3513 taught by Professor Porter during the Spring '08 term at LSU.
- Spring '08