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I think there is still a confusing myth that for learning to have happened, it has to have been written down or recorded somewhere.
Of course, this myth has been promoted and normalised by the desire to constantly check or measure progress. If it isn't in a book, it hasn't happened etc.
This then leads to a strange situation where teachers change their plans and do something different than what they were originally planning to do because it "looks" better.
Often, teachers become so adept at meeting particular "visible" criteria because they accept that this is part and parcel of teaching. But this is detached from student learning and impact!
