In building science education, building performance simulation (BPS) is central, as it not only strengthens the scientific basis of the learning experience, but also expands the investigation space of a design and engineering problem, creating a free experiential space for novices. However, students often accept simulation results uncritically due to limited knowledge or the complexity of the BPS tasks and/or tools. Therefore, enhancing the learning experience with tests and measurements alongside simulation can support active learning, critical thinking and self-reflection, allowing the comparison of expectations and simulation results with reality and to understand the confidence interval of the methods used. This paper presents a case study of how to produce educational materials to implement these integrated concepts in teaching daylighting, using simulation and measurement methods. The aim is to contribute to the effective implementation of daylighting teaching in higher education by providing examples on the subject. In particular, the study investigates the optical properties of materials, such as light transmittance and reflectance, which have a strong influence on daylighting assessments, and uses the measured and normalized values of these properties as input for daylighting simulations, and compares the results regarding daylight availability, also obtained from field measurements. The results are significant in providing a concrete example for application in higher education, focusing on a possible performance gap between the teaching methods of measurement and simulation, and demonstrating the pedagogical value of simplified parameter studies in daylighting assessments.