The Relationship between Students' Reports of Learning and Their Actual Recall of Lecture Material: A Validity Test

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