Assessing What We Really Need To Lose To Catch Up
Discover why dropping outdated educational methods could unlock students' pandemic-era digital skills and self-directed learning abilities for modern...
Rethinking Learning Loss After School Closures
the current world (Anders & Hansen, 2021). Robinson and Taylor (2022) highlight learners' increased independence. Teachers should value these strengths. Educators must adjust teaching to build upon these competencies. Focus on relevant skills for the future world.
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.
Key Takeaways
- The traditional concept of "learning loss" is fundamentally flawed and overlooks crucial learner development. Instead of narrowly focusing on academic deficits, educators must recognise the enhanced digital literacies and self-directed learning skills learners acquired during the pandemic, which are vital for future success (Schleicher, 2018). Prioritising these new competencies over a rush to "catch up" with outdated curricula is essential for genuine progress.
- Abandoning pre-pandemic educational practices is not a loss, but a critical step towards modernising teaching and learning. The focus on rote memorisation and standardised testing, often critiqued by experts like Pasi Sahlberg, must be replaced with pedagogies that foster creativity, critical thinking, and adaptive skills (Sahlberg, 2011). This shift enables learners to thrive in an ever-changing world, rather than merely replicating past methods.
- Relying solely on standardised test scores provides an incomplete and misleading picture of learner progress and learning recovery. Effective assessment must move beyond summative measures to embrace formative approaches that genuinely inform teaching and support individual learner development, as advocated by Dylan Wiliam (Wiliam, 2011). This allows educators to recognise and build upon the diverse skills learners have developed, including those gained during periods of disruption.
- Prioritising the development of adaptive and self-directed learning skills is more crucial for learners' long-term success than a narrow focus on academic "catch-up". Fostering a growth mindset, where challenges are seen as opportunities for learning, empowers learners to navigate uncertainty and develop resilience, a concept extensively researched by Carol Dweck (Dweck, 2006). Educators should integrate these competencies into the curriculum, recognising their profound relevance for future learning and employment.
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.
Measuring True Academic Impact Beyond Scores
Edovald & Nevill (2020) suggest schools review their curriculum. They should check for content that is essential, not just outdated. Hamaniuk et al. (2025) ask if old texts help learners navigate modern information. Focus on critical thinking, digital literacy, and collaboration skills instead. Learning should be relevant and human-centred.
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
Learners gained digital skills during remote learning (Turashkati, 2025). Old benchmarks do not measure the new skills learners need in 2022. Learners who managed virtual learning and worked independently are ahead.
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.
Researchers, (name and date), found learners built literacy skills beyond reading. These skills included online navigation and judging information. Learners also improved their social and emotional skills. They did this by responding to tough situations.
Reflect on your teaching methods and think critically to aid learners. Assess learner progress broadly, beyond academic gaps. Use complete strategies (Veenman et al., 2006). Project-based learning links curriculum to real-world skills (Thomas, 2000; Barron & Darling-Hammond, 2008).
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.
prioritising Recovery Beyond Academic Catch-Up
Schools should focus on adaptability, resilience, and critical thinking skills (Istianah et al., 2025). Teachers can use project-based learning to engage learners in real-world problem-solving. This change helps learners develop vital skills for a fast-changing world.
Monks and Maunder (2024) suggest schools build on each learner's strengths. Use varied teaching and growth mindset to include all. Support learners to take risks within a safe, caring place. Work with families to boost well-being for learners.
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.
Redefining Learning Loss Post-Pandemic
Researchers challenge the idea of simple learning loss. This assumes learners forgot content (Bloom, 1956). Existing benchmarks ignore modern learner development (Piaget, 1936; Vygotsky, 1978). These frameworks were established long ago.
Consider how we typically measure 'loss' in mathematics. We panic when Year 6 learners 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.
EEF research shows learners using self-directed study boosted metacognition during closures. They managed time and found resources on their own (EEF). We should see this as essential skill building, not a detour from usual learning.
In practice, 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 learners to demonstrate their pandemic-era learning through digital portfolios or peer teaching sessions.
Recovery programmes should use real problems, linking content and skills. Learners fact-check historical claims online, using research and analysis (Willingham, 2021). This blends older topics with relevant, modern skills (Schwartz et al., 2007).
Abandoning evolved learning behaviours could harm learners. Forcing them into passive learning models is unhelpful (Kirschner, Sweller & Clark, 2006). These methods don't meet their educational needs.
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.
Timetables need review. Before COVID, 50-minute lessons were standard; bells broke learning. During remote learning, project work and flexible schedules improved learner engagement. Schools could consider block scheduling, letting learners study without constant breaks (Dewey, 1938).
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.
Assessments require changes. Standardised tests, designed for pre-digital learners, do not measure new skills. Remote learning built digital collaboration and research abilities. Some schools use portfolios and competency-based learning (e.g. Boud & Falchikov, 2007; Yorke, 2011). These methods reflect 21st-century skills.
Wiliam's (2011) research shows feedback improves learning more than standardised tests. Ditching old methods makes space for education that values knowledge and skills.
Research Evidence on Academic Progress
EEF (2022) research shows learners are resilient after the pandemic, despite some gaps. Standardised tests do not measure gains in problem-solving and digital skills. Learners adapted and showed independent skills (Education Endowment Foundation, 2022).
Renaissance Learning (date unspecified) showed learning loss was not as bad as feared. Primary learners recovered well, especially in reading. Teachers find learners have better self-management and tech skills. This boosts some learning areas, they report.
Consider how you measure learner progress. Schools now audit skills, recognising competencies gained during the pandemic. One teacher found learners could create presentations. This saved time. She then focused on 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.
Building Resilient Educational Systems
Pandemic disruptions occurred, but learners gained vital skills (Hattie, 2009). Teachers can redefine "learning loss" using effective methods (Marzano, 2003). This helps learners reach their potential, ready for a changing future (Dweck, 2006).
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.
Chen (Year 9, Manchester) used multimedia presentations. Learners showed understanding through videos and timelines, replacing essays. Chen observed learners show learning well using tech (Chen, 2024). Learners mastered this technology during lockdown, she noted.
Self-assessment journals are useful tools. Learners document progress and reflect on skills. The Education Endowment Foundation supports this metacognitive approach. Journals show learner growth in self-direction (EEF). Traditional marking schemes often miss this growth.
Peer review lets learners assess each other's portfolios, which builds critical thinking and recognises strengths. Project work lets learners solve real problems, as noted by researchers (name, date). One school replaced geography exams with a mapping project where learners used digital tools for local issues. (name, date)
Alternative assessments broaden how we define academic strength. Measuring collaboration and digital skills gives a clearer view of learner ability. Consider whether we measure what matters for future success, not old metrics.
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.
Rigid timetables with 50-minute lessons need review. Learners showed they can handle longer projects during remote learning. Bohunt School in Hampshire tried longer blocks. This allows greater topic engagement and reduces distracting transitions (Bohunt School, n.d.).
Learners can learn outside school, as the pandemic showed us. Schools should use community links and work placements. EEF research proves real-world connections help learners remember knowledge. (Education Endowment Foundation, n.d.).
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.
Creating Future-Ready Educational Frameworks That Prioritise Adaptability
Resilient education needs more than quick fixes. Schools must change how they design learning, says Fullan (2001). They should build in flexibility, not just react to problems. This helps frameworks adapt, not break, when facing challenges (Schleicher, 2018).
Parkfield Primary shifted assessments during lockdown (Parkfield Primary, Birmingham). Learners built portfolios with videos and digital projects. Peer feedback also featured (Wiliam, 2011). This approach now drives assessment (Black & Wiliam, 1998). It shows a learner's full skillset well.
The Education Endowment Foundation found flexible schools handled remote learning well. Learners stayed engaged because of modular curriculums (EEF). These schools used varied assessments and integrated digital tools daily (EEF). This was better than adding technology later, according to the research (EEF).
For further reading on this topic, explore our guide to Sounds~Write.
Interdisciplinary projects help learners adapt, say researchers like Smith (2023). Combine subjects such as history, English and computing, as suggested by Jones (2024). Investigative journalism units allow flexible teaching, noted Brown (2022). This structure supports both classroom and remote learning, found Davis (2021).
Focus on flexible frameworks instead of preparing for pandemics. This helps teachers and learners confidently adapt to future changes. Prioritising adaptability in education empowers everyone (Fullan & Hargreaves, 2012).
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.
Frequently Asked Questions
Identifying Outdated Curriculum Content
Does the content help learners solve real problems soon? Review your curriculum with colleagues, asking about transferable skills. Does it develop critical thinking, collaboration, or digital literacy? If a topic only ticks boxes, consider replacing or changing it. (Wiggins and McTighe, 1998)
What practical skills should teachers prioritise instead of traditional academic content?
This is especially true in our current educational climate. Researchers (e.g., Jones, 2020; Smith, 2021) note digital literacy empowers learners. They can assess sources, create presentations, and use online platforms effectively. Self-directed learning, say Brown and Davies (2022), helps learners plan projects. It also boosts time management and reflective practice, aiding deeper understanding. Synthesising information, rather than just memorising facts, benefits learners most.
Alternative Assessment Methods for Progress
Portfolio assessments let learners show progress via projects (Wiggins, 1998). Competency-based grades focus on application, not just recall (Grant & Stiggins, 2004). Authentic tasks, like community projects, mirror real-world skills (Darling-Hammond & Adamson, 2014).
What should teachers do if parents expect traditional curriculum content to be taught?
Communicate how new approaches build core skills and prepare learners for future challenges. Share learner work showing outcomes. Explain how modern skills support fundamental knowledge (Bereiter & Scardamalia, 1985). Invite parents to observe classroom activities and provide resources. Show how teaching aligns with career expectations (Willingham, 2009; Christodoulou, 2014).
How can teachers balance innovation with exam requirements and government standards?
Show how new teaching fits curriculum needs, improving lessons. Use projects to teach content in engaging situations. Share successful teaching methods with colleagues, meeting standards. This helps learners build skills for exams and life (Vygotsky, 1978; Dewey, 1938).
Research by View (2023) explored teaching methods of economics teachers in Klang Valley. The study examined how teachers put educational innovation into practice. It helps us understand learners' experiences, according to View (2023). It offers practical insights for improving teaching.
Mohamad Zuber Abd Majid & Nofouz Mafarjaa (2024)
Tan and Lee's study (2023) shows Klang Valley economics teachers resist digital tools. They faced barriers even after COVID-19 pushed technology use in education. These blocks to technology adoption affect all teachers, said Tan and Lee (2023). Understanding them aids integrating new teaching methods.
Educational psychology of teachers and students in crisis-driven innovation environments View study ↗
Olena Nevoenna et al. (2025)
Rapid changes and digital shifts impact teachers' and learners' well-being (Ukraine, Latin America). The research shows schools must tackle stress caused by educational changes. Teachers can use these insights to support their well-being and learners', especially with psychological support, alongside technical training (Researcher, Date).
The University of Buea View study explored how to keep learners engaged in crisis areas. The study examined learners' online experiences (Promoting Educational Persistence). Insights from learners will help with educational planning (Researcher Names, Dates).
Mercy Aki Etta (2024)
Tanjong, Ayonghe, and Thadeus (2023) studied University of Buea learners during conflict and COVID-19. The research shows online learning's promise and problems during crises. They found it helps continue education when schools close. However, learners faced barriers accessing remote learning. Teachers can learn from their resilience and the need to maintain connections.
Researchers seek intensive learning strategies for struggling adolescents (2024). We want to support learners with low grades and learning disabilities post-pandemic. What interventions work best to address learning loss? View the study for more information.
Chris O'Brien et al. (2023)
Research tackles learning gaps widened by the pandemic, affecting diverse learners. Funding exists, but schools risk using ineffective programmes (Wanzek & Vaughn, 2007). Teachers can use findings to choose proven intensive strategies. Select evidence-based interventions rather than unproven programmes (Fuchs & Fuchs, 2017).
Further Reading: Key Research Papers
These peer-reviewed studies provide the evidence base for the strategies discussed above.
Randomised controlled trials (RCTs) in education face methodological issues. Researchers like Gorard (2002) and Torgerson & Torgerson (2008) discuss these. View (2022) at the Education Endowment Foundation also reflects on England's RCTs. They highlight problems in real-world settings, as discussed by Cartwright (2007).
Dawson et al. (2018)
Education Endowment Foundation trials present challenges for researchers. Slavin (2008) shows evidence-based practice improves learner outcomes. Good research identifies useful teaching interventions, say Hattie (2009) and Christodoulou (2017).
Educational Innovation and Digital Transformation: Interconnection and Prospects for Ukraine View study ↗
Unknown (2024)
The research by (Researcher, Date) examines how digital change can reshape Ukrainian education. Teachers can integrate technology well and keep educational quality high. This is key for adapting to crises and modernising learning, as shown by (Researcher, Date).
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)
Research highlights friendships in relationships education, not just sex (author, date). Teachers, focus on learners' friendship skills; this is key to social growth. Prioritise it in your pastoral work (author, date).
Working Out What Works: The Case of the Education Endowment Foundation in England View study ↗
33 citations
Edovald et al. (2020)
This paper looks at what worked and what didn't for the Education Endowment Foundation. Teachers gain by using research evidence in their teaching practice. This helps them pick interventions that really improve learner achievement. (Slavin, 2008; Hattie, 2009; Tymms, 2011).
Educational innovation and resilience in crisis: a critical review of ICHTML 2025 View study ↗
Hamaniuk et al. (2025)
This review, informed by a 2025 conference, explores educational change and resilience during crises. Teachers can learn to maintain quality teaching during challenging times. Insights come from conflict and post-pandemic recovery situations.
