Construct · 1 fields · 2 citations

mastery learning: a standalone construct

One name. One construct. A landmark on the map.

● anchor · a single construct in education Nearest construct by meaning·not indexed
masterylearning1 CONSTRUCTMastery learningCARROLL · 1963

A single standalone construct; nearby constructs are located against it in the Collider. Tap a field for its definition, unit, and measures.

Education

Hold the standard fixed; let time vary

Mastery learning is an instructional approach that holds the standard of attainment constant and lets the time and support needed to reach it vary, so learners advance only after demonstrating mastery of each unit, typically through a test, corrective work, and a retest. Carroll's 1963 A model of school learning reframed aptitude as the time a learner needs rather than a ceiling on what they can reach, providing the logic for the approach. Kulik, Kulik, and Bangert-Drowns's 1990 meta-analysis Effectiveness of mastery learning programs found consistent achievement gains, especially for weaker students. The referent is the fixed-criterion, variable-time instructional design, measured by the proportion of learners reaching the standard and by achievement relative to conventional instruction. Note this is a distinct construct from the mastery-versus-performance goal orientation in achievement-goal theory.[1][2]

Unit
Learning achieved when the criterion is fixed and time is allowed to vary
Recovery means
Not applicable
Measured by
Assessed by the share of learners meeting the mastery criterion and by achievement gains over conventionally paced instruction

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Nearby constructs

achievement goals4 names · 5 citationsjangle · renamed, then re-partitionedceiling4 fields · 8 citationsjingle · one word, four constructsconstant2 fields · 2 citationsjingle · one word, two constructs

References

  1. Carroll, J. B. (1963). A model of school learning. Teachers College Record, 64(8), 723–733. https://doi.org/10.1177/016146816306400801
  2. Kulik, C.-L. C., Kulik, J. A., & Bangert-Drowns, R. L. (1990). Effectiveness of mastery learning programs: A meta-analysis. Review of Educational Research, 60(2), 265–299. https://doi.org/10.3102/00346543060002265

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