What is Mastery Learning

1.

A learning philosophy that holds that any learner can learn anything, and that the only difference is the amount of time that it takes any particular learner to learn. Mastery learning was initially defined by John Carroll in 1963 and further refined by Benjamin Bloom in 1976, emphasizing a well-structured set of learning activities guided by learning objectives. Learn more in: Improving Learning and Reducing Costs for Online Learning

2.

Level of expected performance on evaluation criteria defined by subject matter experts. Learn more in: A Return to Doing: How Authentic Assessment Changes Higher Education

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The situation in which students have enough time, attention and help to demonstrate that they understand and apply what they have learned before a new learning unit. Learn more in: Assessment and Meta-Assessment: The Theoretical Model of Ecodesign of Formative Assessment in Higher Education

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Is the expectation that given repeat opportunities to learn, students will achieve a predetermined level of performance. Learn more in: Engaging Students in a Large Classroom and Distance Environment

5.

A pedagogical approach that uses a self-paced and competency-based system. Learn more in: Optimizing Learning Through Activities and Assessments: A TPACK-Based Online Course Design

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Following Bloom’s theory, mastery learning refers to an instructional design and educational theory that believes students need to master a minimum required level of prerequisite knowledge before being able to move on to learn subsequent information. Learn more in: Learning and Teaching in the Modern Age

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A learning strategy that posits that students can demonstrate learning at different times, in different ways and not necessarily within a prescribed lesson planning and implementation cycle. Learn more in: Gameful Learning as an Innovative Pedagogy for Online Learning: Exploring Early Career Teachers' Perspectives

8.

Also known as criterion referenced instruction, in which students are evaluated as having “mastered” or “not mastered” specific criteria or learning objectives. (Bloom, 1971 AU36: The in-text citation "Bloom, 1971" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ) Learn more in: The Ethical Dilemma over Money in Special Education

9.

A teaching concept where the student must reach a predetermined level of mastery on one unit before they are allowed to progress to the next. In a mastery learning setting, students are given specific feedback about their learning progress at regular intervals throughout the instructional period ( Davis & Sorell, 1995 , para. 7). Learn more in: Strategies for Online Course Development to Promote Student Success

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A well-defined theory that seeks to maximize the students’ potential, proposing reinforcement activities to solve the difficulties and specialize the knowledge about a specific topic. Learn more in: A Perspective on the Application of Mastery Learning Theory in Virtual Worlds

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An approach to instruction proposed by Benjamin Bloom (1984) that requires students to acquire knowledge and demonstrate mastery of a skill before moving on to successive ones, and that delivers instruction through appropriately individualized scaffolds, feedback, and enrichments. Learn more in: Personalized Mastery-Based Learning Ecosystem: A New Paradigm for Improving Outcomes and Defying Expectations in Early Childhood

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The situation where students have enough time, attention and help to demonstrate that they understand and can apply what they have learned before a new learning unit. Learn more in: Formative Assessment in Higher Education: Particularities of Appreciative Intelligence of University Teachers in Formative Assessment Process