Mastery Learning and Grading: Grading so that Everyone Can Learn

Ryan GantnerEileen Lynd-Balta14 November 2008

History and Literature

Bloom (1966) introduced “Learning for Mastery” (LFM)

Keller (1966) introduced “Personalized System of Instruction” (PSI)

History and Literature

Lee Shulman: “…the greatest barrier to student

learning is the insane way in which we use time.”

“Our fundamental error…is that we treat time as a constant and permit achievement to vary.”

History and Literature

“I'm not suggesting we revive the somewhat dormant methods of mastery learning.”

Abundance of literature in 1970s and 1980s

Adapting to a college setting

Reality: time is fixed! Time is scarce

Benefits of Mastery Learning

Explicit set of expectations for student learning

Link between performance and grading is very clear

Students cannot ignore unwanted material

Students are not penalized for learning at a slower pace

Drawbacks of Mastery Learning

Time “Checklist” attitude allows students

to seek path of least resistance Learn-then-forget Too much work for instructor Logistics

Examples

Ryan: Math 120 (Calculus 1) 7 topics Topic mastery is minimum required to

pass Extra “bonus” activities allow student

to better his/her gradeContrast with previous semesters

Examples

Eileen: Human Anatomy (BIOL 105) “My grades accurately reflect my

performance in this class.” Engagement

“Your active participation in the course is an important key to your success.”

How should it be factored into grade?

Syllabus

Assessment Profile 6 exams

90 pts content + 10 pts engagement Learning objectives provided in advance lowest exam dropped

Cumulative lab exam (100 pts) Cumulative course exam (150 pts)

Engagement

If you participate in class discussions, AND collaborate with your peers, AND contribute positively to the class/lab, AND complete assignments, AND have an organized binder, AND have no unexcused absences, then you can earn up to 10 points on each of the first six exams.

Engagement

However, any of the following will result in a loss of up to 10 points on each of the first six exams: unexcused absence(s), OR missing/poor quality assignment(s), OR unorganized/incomplete binder, OR tardiness, OR an unwillingness to work collaboratively with your peers, OR being disruptive in class/lab, OR using cell phone during class/lab.

Mandatory Meetings

Anyone scoring below 60/90 pts At meeting, review:

exam current level of participation discuss strategies to improve

No meeting, no participation points

Informative discussion

Cumulative Final Exams

Essential knowledge student’s help decide content

If combined average on cumulative lab exam and cumulative final course exam is <60%, then that student will earn no higher than a D+ for the final course grade.

Grading so that Everyone Can Learn

Clear expectations Formative assessment Ownership Ally

Activity: how can you use this?

Maximize Benefits (clear expectations, minimal “one-shot” grading, motivation)

Minimize drawbacks (checklist attitude, instructor time, learn-then-forget)