Indirect evidence of learning refers to indicators that suggest learning has occurred, even though they do not involve a direct examination of the learner's actual work or performance. It is evidence where learning is inferred rather than directly observed.
Understanding Indirect Evidence
Unlike direct evidence, such as reviewing student papers, projects, or exams, indirect evidence provides a secondary perspective on learning. It often relies on perceptions, self-reports, or data related to student experiences and attitudes.
The reference highlights a key example:
- Survey Self-Reports: An example of indirect evidence is a survey asking students to self-report what they have learned. This type of evidence indicates that students probably are learning what they report.
Why is it "Indirect"?
The reason this type of evidence is considered indirect is that it doesn't involve a direct assessment of the quality or presence of learning within the student's output. Instead, it relies on the student's own perception or reporting of their learning experience.
As the reference notes, this self-reported information is "not as compelling as a faculty member actually looking at students' work." Direct evidence, where an educator evaluates the learning artifact itself, provides a more concrete and verifiable demonstration of what the student has learned or is able to do.
In summary, indirect evidence of learning serves as a useful supplementary data point, offering insights into student awareness, confidence, or perceived gains, but it does not replace the need for direct assessment of student performance.
