NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ823942
Record Type: Journal
Publication Date: 2009-Jan
Pages: 8
Abstractor: As Provided
Reference Count: 24
ISSN: ISSN-0040-5841
Classroom Assessment and Grading to Assure Mastery
Lalley, James P.; Gentile, J. Ronald
Theory Into Practice, v48 n1 p28-35 Jan 2009
Achieving learning standards is at the forefront of current educational philosophy, and is the goal of sound educational practice. That "all children can learn" and there will be "no child left behind" presume that teaching and assessment practices must benefit all children. Agreement in principle is nearly universal. Practical implementation, however, is another matter. One philosophy of learning and instruction that has a long history of targeting instruction and achievement for all students is mastery learning. This article examines (a) fundamental tenets that mastery learning is built upon, (b) the clear connection between learning standards and mastery learning, and (c) how mastery is often erroneously implemented. It then outlines the defining features of mastery and how to implement them. These defining features include developing clear objectives, setting a mastery standard, using criterion-referenced assessments, and grading incentives for students to learn beyond initial mastery. (Contains 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A