Although similar, learning and performance are not synonymous. Specifically, performance is defined as the quality, rate, or accuracy of a specific behavioral response at a specific point in time. By comparison, learning is defined as a relatively permanent change in knowledge, skills, or understanding across tasks, across time, and/or across environments (Christina & Bjork, 1991). While this distinction is applicable to all training methods, it is particularly relevant in the context of simulation-based training (SBT), because instructors need to ensure that learners have mastered the critical work-related skills, rather than simply having learned “how to game the simulator.� In a recent I/ITSEC paper (Beaubien, Stacy, Wiggins, Keeney, Walwanis et al., 2015), measures of learning (MOL) were conceptually and empirically differentiated from measures of performance (MOP) during simulation-based carrier landing practice. The MOLs and MOPs provided vastly different interpretations of the data. In particular, it was shown that a singular reliance on MOPs would have provided the Navy with incorrect guidance regarding the design of future flight simulators for training carrier landing skills. This follow-on paper explores nine theoretically-derived methods for measuring learning. Several are rooted in the dual-process theory of decision-making (Evans & Stanovich, 2013, Kahneman, 2011), which postulates two brain processes – an analytical one which is characteristic of novices, and an intuitive one which is characteristic of experts – that operate in parallel. The remaining methods are rooted in a generalized model of skill acquisition (Dreyfus & Dreyfus, 1980), which postulates that there are predictable patterns of cognitive and behavioral development over time as one becomes more expert-like. Each assessment method is described using lay terminology so that non-scientists can integrate them into their own training efforts, SBT or otherwise. Specific examples from the published literature are also used to illustrate key points.