In this study, daylight performance and visual comfort have been evaluated by a longitudinal subjective survey (842 total responses) and simulation-based metrics in four classrooms in two LEED (TM) silver certified buildings during a year. Dynamic and static daylight and glare metrics are reviewed and critiqued based upon their ability to explain the perception of human subjective responses in classrooms. Results indicate high correlation between students' perceptions and dynamic daylight metrics; sDA300/50% and UDI300-3000/50%, in defining the daylit area. Moreover, according to results the Vertical illuminance-based metrics (sDGP(exceed)) is more compatible than horizontal illuminance-based metrics (ASE) at fitting the range of perceived discomfort glare. However, more and larger studies are needed to confirm utilizing the sDGP(exceed) index for indication of discomfort glare in early stage of building design. According to results, daylight and glare metrics' thresholds should be reconsidered based on global filed surveys, since occupants' ability to adapt to higher or lower levels of light is related to culture and climate location. (C) 2018 Elsevier Ltd. All rights reserved.