Evidence Record

Evidence summary

The IES practice guide synthesizes experimental learning research showing forgetting over time, benefits of spaced retrieval, and improved accuracy from delayed judgments of learning. It separates immediate performance from durable knowledge and transfer.

Exact claim supported or contradicted

Supports requiring a delayed no-instruction repeat or novel transfer task before claiming that communication taught a reusable skill. It does not make delay mandatory for the narrower claim that a document enabled immediate task completion.

Source provenance

U.S. Department of Education evidence practice guide with explicit evidence ratings and technical source notes. It is a synthesis, not a single experiment.

Relevant excerpt or data

The guide rates spacing evidence Moderate, documents substantial initial forgetting, and describes delayed judgments/tests as more informative than immediate feelings of mastery.

Interpretation

The portfolio must distinguish “supports execution while present” from “teaches a skill retained or transferred later.” The first pilot can test the former; a learning claim adds delayed assessment and participant burden.

Limitations

Most cited work concerns academic learning, often laboratory content. It does not establish the best delay interval or transfer task for technical procedures.

Counterevidence

For just-in-time documentation, durable memory may be irrelevant or even undesirable; adding delayed testing would then measure the wrong construct.

Reproduction or verification notes

Inspect recommendations 1, 5, and 6 and the technical appendix.