Primers Students DO NOT LEARN what they are taught.
Students REACH DIFFERENT understandings.
Lachman (1997), most textbook definitions of learning refer to learning as a change in behavior that is due to experience.
If there’s change in behavior, there is learning?
(1) not all effects of experience on behavior can be regarded as learning and (2) not all changes in behavior are due to experience. Certain individual experiences (e.g., the occurrence of an unexpected stimulus such as a loud bang) result in an immediate and transient change in behavior.
It seems counterintuitive to refer to these changes in behavior as
instances of learning. Other temporary changes in behavior, such as changes that are due to fatigue or a lack of motivation, should also fall outside the definition of learning. Moreover, behavior can change as the result of genetic factors. Hence, learning cannot be defined merely in terms of changes in behavior. it is unlikely that one can find an observable change in behavior that provides a proxy for the change in the organism that is assumed to define learning (De Houwer, 2011)
learning is seen as only one of many
mechanisms that determine behavior Assessment is the central process in effective instruction. It is only through assessment that we can find out whether a particular sequence of instructional activities has resulted in the intended learning outcomes (William, 2011).