Assessment in Mastery Learning
In a mastery learning environment, the teacher directs a variety of group-based instructional techniques, with frequent and specific feedback by using diagnostic, formative tests, as well as regularly correcting mistakes students make along their learning path. Assessment in the mastery learning classroom is not used as a measure of accountability but rather as a source of evidence to guide future instruction. A teacher using the mastery approach will use the evidence generated from his or her assessment to modify activities to best serve each student. Teachers evaluate students with criterion-referenced tests rather than norm-referenced tests. In this sense, students are not competing against each other, but rather competing against themselves in order to achieve a personal best.
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Famous quotes containing the words assessment, mastery and/or learning:
“The first year was critical to my assessment of myself as a person. It forced me to realize that, like being married, having children is not an end in itself. You don’t at last arrive at being a parent and suddenly feel satisfied and joyful. It is a constantly reopening adventure.”
—Anonymous Mother. From the Boston Women’s Health Book Collection. Quoted in The Joys of Having a Child, by Bill and Gloria Adler (1993)
“The limitless future of childhood shrinks to realistic proportions, to one of limited chances and goals; but, by the same token, the mastery of time and space and the conquest of helplessness afford a hitherto unknown promise of self- realization. This is the human condition of adolescence.”
—Peter Blos (20th century)
“We do not learn; and what we call learning is only a process of recollection.”
—Plato (c. 427–347 B.C.)