Assessing What We Really Need To Lose To Catch Up

Rethinking Learning Loss After School Closures

Learning loss traditionally refers to students falling behind academically during school disruptions, but this narrow definition ignores the effective skills and competencies students gained during the pandemic. Instead of rushing to catch up with outdated curricula, educators should recognise that students developed new digital literacies, self-directed learning abilities, and adaptive skills that are more relevant to modern education. The real loss would be abandoning these pandemic-era innovations to return to pre-2020 teaching methods.

When I read Stephen Merrill's article on learning loss(Edutopia, April 16, 2021) I could almost hear the cement drying on a lost opportunity. We boldly proclaimed in early 2020 that we were not going to waste this crisis, that the opportunity presented by 'the great accelerator' would not be lost. That the changes forced on everything from the workplace as a place, to health care, food delivery, cinema, exercise, and transportation would not be lost. 

It was only two years ago that running a virtual class for long periods of time was unthinkable, a bizarre experiment that would not be tolerated for more than a day by communities that expected their children to go to a place to learn. In less than two years, we designed hybrid, virtual, and hyflex learning models. All of the innovations forced by this pandemic would have taken at least another decade to be widely accepted. 

I cringed at the bloggers and LinkedIn professors that reminded us from 2000-2019 how broken the current education system was. We'd been talking about this new 21st century learning for so long that Sir Ken Robinson even passed away before anything really changed and we are now starting to wonder what the 22nd century will look like as we rumble to the halfway point of this epoch. 

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Measuring True Academic Impact Beyond Scores

Schools can redefine learning loss by auditing their curriculum to identify which traditional content is genuinely essential versus what perpetuates outdated educational models (Edovald & Nevill, 2020). This involves questioning whether teaching 500-year-old texts prepares students for navigating today's information landscape and instead prioritising critical thinking, digital literacy, and collaboration skills (Hamaniuk et al., 2025). The focus shifts from catching up to old standards to building forwards with relevant, human-centred learning experiences.

Assessing the rubble of the pandemic is complex. For people that made the impulsive decision to buy a Peloton, maybe they decided to start running outside again. But for those in the education business, going back to "the way things were" and trying to patch up the past two years like a gaping wound, is a mistake.

We didn't just hit the pause button in 2020. We were forced to pivot in a way that has shifted a lot of our thinking about how we educate people and how this experience is delivered. 

When we were playing with online learning pre-pandemic, we tinkered with MOOCs, webinars, Khan Academy, and videoconferencing. But they were gimmicks, not at the core of what we did, and didn't seem to grow or change so much. It felt almost like PowerPoint. Once the platform was invented, that was pretty much it. 

But when everyone from your kindergarten teacher to your high school art teacher was forced to teach from behind a screen, nothing could really go back to the way things used to be (López-Meneses et al., 2025). 

We all want things to be normal again. We want to just be comfortable, to hug one another, laugh openly in bars, enjoy packed yoga classes and concerts. Those returns to normal are understandable.

But simply going back to the same old tired content and the same old tired curriculum just isn't going to work. To make matters worse, we are now saying things like learning loss and closing the gaps that are putting the same pressures we put on teachers over the last two years not to lose a step. 

I was speaking to a student the other day and he said, "I am so done with talking about the Middle Ages where all we learned about was 500 years of people lying around being sick." Being stuck behind a computer screen for months at a time shined the spotlight on education just as it did food delivery and made me think of two things:

• A lot of what we are supposed to learn at school is unrelated to what the world needs from the next generation of people. 
• People need to interact and be together to have truly impactful learning experiences. In other words, online learning will never replace good teachers. 

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Student Progress Despite Pandemic Disruptions

Students are not broken or behind because they gained invaluable 21st-century skills during remote learning, including digital communication, self-management, and adaptability that traditional classrooms rarely taught (Turashkati, 2025). The perception of being behind only exists when measured against outdated benchmarks that don't reflect the competencies needed in 2022 and beyond. Students who learned to navigate virtual environments, manage their time independently, and collaborate digitally are actually ahead in skills that matter for their future.

Ron Berger, whose article in the Atlantic ("Our Kids Are Not Broken" March 20, 2021) about learning loss speaks to this issue, said, "I kept hearing about 'remediating learning loss,' and I had this vision that school was going to be a place where all the kids come in and get tested and triaged and sent to different areas to get fixed."

There has to be a resistance to hitting the pause button to go back on the treadmill and making it go faster so we can catch up. There has to be a reflection, a pause on the way we have done things and serious questioning about what we need to stop doing. We need to think about what we need to lose so that we can catch up to the innovation that was forced upon us during this pandemic.

Students developed new literacy skills that extend far beyond traditional reading, including digital navigation and informa tion evaluation. They also strengthened their social-emotional learning through adapting to unprecedented challenges.

We need to develop metacognition about our educational practices and embrace critical thinking when evaluating what truly serves our students. Rather than focusing solely on aca demic deficits, we should be implementing comprehensive strategies for assessing student progress that capture the full range of skills students developed. Going forwards, project-based learning approaches can help bridge traditional curriculum with the real-world competencies students need.

This includes developing habits of mind that will serve them throughout their lives, regardless of how rapidly our world cont inues to change.prioritising adaptability, resilience, and continuous learning. These are not losses; they are gains that redefine what it means to be prepared for the future.

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Prioritizing Recovery Beyond Academic Catch-Up

Schools must prioritise developing adaptability, resilience, and critical thinking over rote memorization of outdated facts (Istianah et al., 2025). Educators can embrace effective teaching methods, such as project-based learning, collaborative assignments, and real-world problem-solving activities, to create engaging and relevant learning experiences. This shift will helps students to become lifelong learners and equip them with the skills necessary to thrive in a rapidly evolving world.

Instead of focusing on deficits, schools should emphasise the strengths and unique experiences that each student brings to the classroom. By implementing differentiated instruction and personalised learning plans, educators can cater to individual needs and creates a growth mindset. Creating a supportive and inclusive learning environment where students feel valued and helped to take risks is crucial for their overall development (Monks & Maunder, 2024). Furthermore, schools should prioritise collaboration with families and communities to provide complete support for students' academic and social-emotional well-being.

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The pandemic forced us to confront the shortcomings of traditional education and highlighted the need for a more relevant, human-centred approach. By embracing change and prioritising the skills that truly matter, schools can prepare students for a future filled with uncertainty and opportunity.

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Redefining Learning Loss Post-Pandemic

The traditional concept of learning loss assumes students have simply forgotten content or fallen behind on a predetermined academic timeline. This outdated framework measures progress against rigid benchmarks that were established decades ago, rather than acknowledging the complex ways children learn and develop in contemporary contexts.

Consider how we typically measure 'loss' in mathematics. We panic when Year 6 pupils struggle with long division, yet these same students can calculate complex probabilities in their favourite video games or manage virtual economies with millions of users. The real question isn't whether they've lost mathematical thinking; it's whether we're measuring the right mathematical competencies for their futures.

Research from the Education Endowment Foundation suggests that students who engaged in self-directed learning during school closures developed stronger metacognitive skills than their pre-pandemic counterparts. These pupils learned to manage their time, seek resources independently, and evaluate their own understanding without constant teacher oversight. Rather than viewing this as a deviation from normal learning, we should recognise it as essential skill development.

In practise, this means shifting our assessment focus. Instead of rushing to cover missed curriculum content, try these approaches: First, conduct skills audits that identify what students gained, not just what they missed. Ask pupils to demonstrate their pandemic-era learning through digital portfolios or peer teaching sessions.

Second, redesign recovery programmes around authentic problems that integrate traditional content with new competencies. For instance, combine historical analysis with digital research skills by having students fact-check viral social media claims about historical events.

The most significant loss would be abandoning these evolved learning behaviours to force students back into passive, content-consumption models that no longer serve their educational needs.

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Outdated Educational Practices to Abandon

The pandemic forced us to question fundamental assumptions about teaching and learning. Now, as schools settle into new routines, we must identify which pre-2020 practices no longer serve our students. The courage to abandon outdated methods is just as important as adopting new ones.

First, the rigid timetable deserves scrutiny. Before COVID, the 50-minute lesson ruled supreme, with bells fragmenting learning into artificial chunks. During remote learning, many teachers discovered that project-based work and flexible scheduling produced deeper engagement. Rather than returning to the tyranny of the bell, schools should consider block scheduling or learning cycles that allow students to pursue meaningful inquiries without constant interruption.

Second, we should abandon the notion that learning happens only within classroom walls. The pandemic proved that communities, homes, and digital spaces are rich learning environments. Instead of confining education to school buildings, teachers can design experiences that connect classroom concepts to real-world applications. For instance, a science teacher might partner with local environmental groups for water quality testing, whilst history teachers could collaborate with community archives for oral history projects.

Finally, the one-size-fits-all assessment model needs rethinking. Standardised tests designed for pre-digital learners fail to capture the competencies students developed during remote learning: digital collaboration, self-directed research, and multimedia communication. Progressive schools are already experimenting with portfolio assessments and competency-based progression that better reflect 21st-century skills.

The research from cognitive scientist Dylan Wiliam suggests that effective feedback, not standardised measurement, drives learning improvement. By abandoning these outdated practices, we create space for genuinely transformative education that honours both traditional knowledge and contemporary skills.

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Research Evidence on Academic Progress

Recent studies paint a more nuanced picture of post-pandemic student achievement than initial predictions suggested. Research from the Education Endowment Foundation (2022) indicates that whilst some learning gaps exist, students have shown remarkable resilience and adaptation, particularly in areas not measured by traditional assessments. The focus on standardised test scores overlooks significant gains in problem-solving, digital competency, and independent learning skills.

A comprehensive analysis by Renaissance Learning examining millions of student assessments found that the anticipated "catastrophic" learning loss simply hasn't materialised uniformly. Primary school pupils in particular have demonstrated stronger recovery patterns than expected, with reading skills showing minimal long-term impact. More importantly, teachers report students returning with enhanced self-management abilities and technological fluency that accelerates certain aspects of learning.

In practise, this means reconsidering how we measure progress. Rather than rushing through content to "catch up," successful schools are conducting skills audits that recognise pandemic-acquired competencies. For instance, a Year 7 teacher in Manchester discovered her students could create multimedia presentations independently, a skill previously taught over several weeks. By acknowledging this existing knowledge, she redirected teaching time towards critical analysis and collaboration.

Similarly, schools implementing project-based assessments report discovering hidden strengths. Students who struggled with traditional exams excel when demonstrating learning through digital portfolios or video explanations. This shift reveals that much of the perceived "loss" stems from outdated measurement tools rather than actual learning deficits. The evidence suggests we should spend less time mourning what wasn't taught and more time building upon the remarkable adaptations students have already made.

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Building Resilient Educational Systems

The concept of learning loss, as traditionally defined, is a misnomer in the context of the pandemic era. While academic disruptions certainly occurred, they were accompanied by a surge in invaluable skills and competencies that are essential for success in the 21st century. By redefining learning loss and embracing effective teaching methods, educators can enable the full potential of their students and prepare them for a future where adaptability, resilience, and critical thinking are paramount.

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Moving Beyond Test Scores: Alternative Assessment Methods for Learning Recovery

Traditional test scores tell only part of the story when evaluating what students gained and lost during school closures. Teachers across the UK are discovering that meaningful assessment requires looking at capabilities that standardised exams simply cannot measure.

Consider portfolio assessments that capture students' digital creativity and problem-solving abilities. Year 9 teacher Sarah Chen in Manchester replaced her usual essay assessments with multimedia presentations where students demonstrated understanding through video essays, interactive timelines, and collaborative digital projects. "Students who struggled with written tests excelled when they could show their learning through technology they'd mastered during lockdown," she notes.

Self-assessment journals offer another powerful tool. Students document their learning process, reflecting on challenges overcome and skills developed. This metacognitive approach, supported by research from the Education Endowment Foundation, reveals growth in self-directed learning that traditional marking schemes miss entirely.

Practical classroom strategies include peer review sessions where students evaluate each other's digital portfolios, developing critical thinking whilst recognising diverse strengths. Project-based assessments allow students to tackle real-world problems; a Birmingham secondary school replaced its geography exam with a community mapping project where students used digital tools to propose solutions to local environmental challenges.

These alternative assessments don't replace academic rigour; they expand our definition of it. By measuring collaboration skills, digital literacy, and adaptive thinking alongside traditional knowledge, teachers create a more complete picture of student capabilities. The question isn't whether students have fallen behind on old metrics, but whether we're measuring what actually matters for their future success.

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Educational Practices We Must Abandon to Enable Real Progress

The pandemic forced schools to innovate rapidly, yet many institutions are reverting to pre-2020 practices that no longer serve our students. To build on the genuine progress made during school closures, we must identify and abandon outdated educational approaches that hinder rather than help.

First, we need to stop treating technology as an add-on rather than an integral part of learning. Many schools have returned to 'computer lessons' in dedicated ICT suites, segregating digital skills from everyday learning. Instead, teachers should integrate technology naturally across subjects. For instance, Year 8 history students might collaborate on shared documents to analyse primary sources, whilst Year 10 science classes could use data collection apps during field experiments.

Second, the rigid timetable structure that fragments learning into 50-minute chunks needs reconsideration. During remote learning, students demonstrated they could manage extended project work and self-paced study. Schools like Bohunt School in Hampshire have experimented with longer learning blocks that allow deeper engagement with topics, reducing the constant transition between subjects that interrupts concentration and meaningful work.

Finally, we must abandon the assumption that learning only happens within school walls. The pandemic proved that students can learn effectively in various environments. Rather than confining education to classrooms, schools should embrace community partnerships, work placements, and blended learning opportunities. Research by the Education Endowment Foundation suggests that connecting classroom learning to real-world contexts significantly improves retention and application of knowledge.

These changes require courage from school leaders and support from the wider educational community. By letting go of these constraining practices, we create space for the effective approaches that emerged during the pandemic to flourish.

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Creating Future-Ready Educational Frameworks That Prioritise Adaptability

Building resilient educational systems requires more than patching gaps; it demands a fundamental shift in how we design learning experiences. Rather than viewing adaptability as an emergency response, successful schools are embedding flexibility into their core structures, creating frameworks that bend without breaking when faced with future disruptions.

Consider how Parkfield Primary in Birmingham transformed their assessment practices during lockdown. Instead of traditional tests, they introduced portfolio-based assessments where students documented their learning journeys through video reflections, digital projects, and peer feedback. This approach, initially born from necessity, now forms the backbone of their assessment strategy because it better captures the full spectrum of student capabilities.

Research from the Education Endowment Foundation suggests that schools with pre-existing flexible structures adapted more successfully to remote learning, with their students maintaining higher engagement levels throughout disruptions. These schools shared common characteristics: modular curriculum design, multiple assessment pathways, and strong digital infrastructure integrated into daily practise rather than bolted on as an afterthought.

Secondary schools can build this adaptability by reorganising traditional subject blocks into interdisciplinary projects. For instance, combining history, English, and computing into investigative journalism units allows teachers to pivot between classroom collaboration and independent research without losing coherence. This structure naturally accommodates both in-person and remote learning whilst developing skills that transcend individual subjects.

The goal isn't to prepare for another pandemic, but to create educational frameworks robust enough to thrive amid any change. By prioritising adaptability in our foundational structures, we equip both teachers and students with the confidence to navigate whatever educational landscape emerges next.

Ultimately, the goal of education should not be to fill students' heads with outdated facts, but rather to equip them with the tools and skills they need to navigate a rapidly changing world. By focusing on human-centred learning experiences and developing a growth mindset, schools can helps students to become lifelong learners and contribute meaningfully to society. The pandemic has presented us with a unique opportunity to reimagine education and create a system that truly serves the needs of all learners.

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Frequently Asked Questions

Identifying Outdated Curriculum Content

Start by asking whether specific content helps students solve real-world problems they'll face in the next five years. Review your curriculum with colleagues and ask: 'Does this topic develop transferable skills like critical thinking, collaboration, or digital literacy?' If a topic only serves to tick traditional academic boxes without building practical competencies, it's likely a candidate for replacement or significant modification.

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What practical skills should teachers prioritise instead of traditional academic content?

Focus on digital literacy skills like evaluating online sources, creating multimedia presentations, and using collaborative platforms effectively. Emphasise self-directed learning abilities such as project planning, time management, and reflection practices. Teaching students how to synthesise information from multiple sources and communicate findings clearly will serve them better than memorising content they can easily access online.

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Alternative Assessment Methods for Progress

Use portfolio-based assessments where students document their learning process through projects, reflections, and peer feedback. Implement competency-based evaluation that focuses on what students can do with their knowledge rather than what they can recall. Consider using authentic assessments that mirror real-world tasks, such as creating solutions to community problems or collaborating on interdisciplinary projects.

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What should teachers do if parents expect traditional curriculum content to be taught?

Communicate clearly how new approaches develop the same core skills whilst better preparing students for future challenges. Share examples of student work that demonstrates learning outcomes and explain how modern skills complement rather than replace fundamental knowledge. Invite parents to see classroom activities in action and provide resources showing how evolved teaching methods align with university and career expectations.

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How can teachers balance innovation with exam requirements and government standards?

Map new teaching methods to existing curriculum standards to show alignment whilst enhancing delivery. Use project-based learning that incorporates required content within engaging, relevant contexts. Work collaboratively with other teachers to share successful approaches that meet official requirements whilst developing 21st-century skills, ensuring students are prepared for both assessments and real-world applications.

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Understanding the Educational Innovation Practise in Teaching and Learning among Economic Teacher's in Klang Valley View study ↗
2 citations

Mohamad Zuber Abd Majid & Nofouz Mafarjaa (2024)

This study investigates why economics teachers in Malaysia's Klang Valley region have been slow to adopt digital teaching innovations, even after COVID-19 pushed education towards technology-based learning. The research identifies specific barriers that prevent teachers from embracing new educational technologies and new teaching methods in economics education. Teachers in any subject area can benefit from understanding these resistance factors, as they likely face similar challenges when trying to integrate new technologies and teaching approaches in their own classrooms.

Educational psychology of teachers and students in crisis-driven innovation environments View study ↗

Olena Nevoenna et al. (2025)

This research examines the emotional and psychological toll that rapid educational changes and digital transformation place on both teachers and students, particularly during times of crisis like those experienced in Ukraine and Latin American countries. The study reveals that while educational innovation can improve learning systems, it also creates significant stress and mental health challenges that schools must address. Teachers can use these insights to better recognise and support their own well-being and that of their students during periods of educational change, understanding that psychological support is just as important as technical training.

Promoting Educational Persistence in Crisis Regions: Insights From Students' Experiences of Online Learning in the University of Buea View study ↗

Mercy Aki Etta (2024)

This study examines how students at the University of Buea in Cameroon navigated online learning during dual crises of armed conflict and the COVID-19 pandemic, revealing both the potential and challenges of digital education in crisis situations. The research highlights how online learning can provide crucial educational continuity when traditional schooling is disrupted, but also uncovers significant barriers students face in accessing and succeeding with remote education. Teachers working in any challenging context can learn from these students' experiences about resilience, adaptation, and the critical importance of maintaining educational connections during difficult times.

How do we best support adolescents with low academic performance and learning disabilities in the era of pandemic learning loss? intensive learning strategy interventions View study ↗
2 citations

Chris O'Brien et al. (2023)

This research addresses the critical need for intensive, evidence-based interventions to support middle and high school students with learning difficulties, including those from diverse cultural and linguistic backgrounds, who have been particularly affected by pandemic-related learning loss. The study emphasizes that while federal funding provides opportunities for schools to implement effective programmes, there's a significant risk of choosing weak interventions that won't actually help struggling students catch up. Teachers and administrators can use this research to advocate for and implement proven intensive learning strategies rather than settling for programmes that look good on paper but lack solid evidence of effectiveness.

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Further Reading: Key Research Papers

These peer-reviewed studies provide the evidence base for the strategies discussed above.

Methodological challenges in education RCTs: reflections from England’s Education Endowment Foundation View study ↗
34 citations

Dawson et al. (2018)

This paper examines challenges in conducting rigorous educational research trials through England's Education Endowment Foundation. For teachers, it highlights the importance of evidence-based practice and shows how robust research methods help identify which teaching interventions actually work to improve student outcomes.

Educational Innovation and Digital Transformation: Interconnection and Prospects for Ukraine View study ↗

Unknown (2024)

This study explores how educational innovation and digital transformation can reshape Ukraine's education system during challenging times. Teachers can learn about integrating technology effectively whilst maintaining educational quality, particularly relevant for adapting to crisis situations and modernising teaching approaches.

Healthy relationships education - it’s not all about sex! A commentary on the importance of children’s friendships within the pastoral curriculum View study ↗

Monks et al. (2024)

This commentary emphasises the importance of teaching about friendships within relationships education, beyond just sexual health topics. Teachers are reminded that helping children develop healthy friendship skills is crucial for their social development and should be given proper attention in the pastoral curriculum.

Working Out What Works: The Case of the Education Endowment Foundation in England View study ↗
33 citations

Edovald et al. (2020)

This paper analyses the successes and lessons of the Education Endowment Foundation's approach to identifying effective educational practices. Teachers benefit from understanding how evidence-based research can guide their practice and help them choose interventions that genuinely improve student achievement.

Educational innovation and resilience in crisis: a critical review of ICHTML 2025 View study ↗

Hamaniuk et al. (2025)

This review examines educational innovation and resilience during crisis situations, drawing insights from a 2025 conference held during conflict and post-pandemic recovery. Teachers can learn strategies for maintaining educational quality and adapting teaching methods during extraordinary challenging circumstances.