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Mastery Learning and Grading: Grading so that Everyone Can Learn

Mastery Learning and Grading: Grading so that Everyone Can Learn. Ryan Gantner Eileen Lynd-Balta 14 November 2008. History and Literature. Bloom (1966) introduced “Learning for Mastery” (LFM) Keller (1966) introduced “Personalized System of Instruction” (PSI). History and Literature.

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Mastery Learning and Grading: Grading so that Everyone Can Learn

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  1. Mastery Learning and Grading: Grading so that Everyone Can Learn Ryan Gantner Eileen Lynd-Balta 14 November 2008

  2. History and Literature • Bloom (1966) introduced “Learning for Mastery” (LFM) • Keller (1966) introduced “Personalized System of Instruction” (PSI)

  3. 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.”

  4. History and Literature • “I'm not suggesting we revive the somewhat dormant methods of mastery learning.” • Abundance of literature in 1970s and 1980s

  5. Adapting to a college setting • Reality: time is fixed! • Time is scarce

  6. 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

  7. Drawbacks of Mastery Learning • Time • “Checklist” attitude allows students to seek path of least resistance • Learn-then-forget • Too much work for instructor • Logistics

  8. Examples • Ryan: Math 120 (Calculus 1) • 7 topics • Topic mastery is minimum required to pass • Extra “bonus” activities allow student to better his/her grade Contrast with previous semesters

  9. 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?

  10. 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)

  11. 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.

  12. 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.

  13. 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

  14. 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.

  15. Grading so that Everyone Can Learn • Clear expectations • Formative assessment • Ownership • Ally

  16. Activity: how can you use this? • Maximize Benefits (clear expectations, minimal “one-shot” grading, motivation) • Minimize drawbacks (checklist attitude, instructor time, learn-then-forget)

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