Behaviorism and social-cognitive response

How would you define successful mastery of your lesson objectives from a behavioral view of learning? From a social cognitive view of learning?

From a behaviorist perspective, when learning takes place, you can see a change in behavior.

So, in the classroom, this would be like, after a lesson, students perform a task that they previously could not. A pre-test given before the lesson would have students give incorrect answers, whereas a post test would have them answer correctly. This change in behavior (answering correctly instead of incorrectly) would be the evidence of learning. Or, another example, say you have a dance lesson. Before the lesson, the students would not know the steps to the foxtrot. After the lesson, having students perform the foxtrot would be evidence of their learning.

From a social-cognitive view of learning, a change in behavior may or may not take place. From a social-cognitive perspective, learning is an internal mental process that may or may not be reflected in behavior.

The social-cognitive theory is different from the behaviorist theory, because in the social-cognitive theory, you don’t need to learn everything by doing it yourself; you can learn by observation. Therefore, the learning might take place in your mind, without being reflected in your performance. This makes defining and assessing learning objectives more difficult. The focus, then, in a social-cognitive classroom, is creating an environment where students are likely to have good models and high self-efficacy.