This paper discusses technical issues related to methods of reporting the outcomes of graded tests, with reference to three existing schemes which exemplify differing graded test models. The models are designed for secondary school pupils and are operated in one or more Local Education Authorities in the South of England. (LMO)

Examines recent research to show that group-based mastery learning programs have consistently positive effects on student learning outcomes, including academic achievement, material retention, involvement in learning activities, and student attitudes. These programs also affect teachers and have considerable potential for implementation in regular…

Describes an individualized chemistry course based on mastery learning. The course uses the CHEM Study inquiry approach and textbooks with students proceeding at different rates, according to their individual abilities and interests, through a prescribed set of learning activities involving readings, sound pages, films, experiments, problem sets,…

The development of mastery learning theory is traced as a teaching-learning strategy and its application in five steps is discussed. Practical classroom concerns are considered and the implications for the teacher's changing roles are examined. (CL)

Discusses the planning, development, implementation, and course management required to use the Personalized System of Instruction in the basic speech communication course. (PD)

This review is an attempt to assess both mastery learning proponents' and mastery learning critics' claims in the context of learning time differences. The discussion is situated within the historic debates about stable versus alterable differences and the author's contention of an equilibrium reached by current leveling practices. (Author)

Educational strengths and limitations of the mastery learning instructional model in fulfilling the functions of instruction and student evaluation are examined. (MM)

This Arkansas history curriculum framework sets out the state content standards for grades K-4, grades 5-8, and grades 9-12. The framework lists the different history strands: Strand 1: "Time, Continuity, and Change"; Strand 2: "People, Places, and Environments"; Strand 3: "Production, Distribution, and Consumption";…

Many teaching methods investigated in higher education have been examined by social work educators, except for mastery learning. Mastery learning is a behavioral teaching method used successfully in higher education. Achievement is held constant and time allowed is varied, rather than holding time constant and allowing student achievement to vary.…

The present study provides evidence that offering performance-contingent rewards promotes children's task accomplishments, percepts of efficacy, and skill development. These findings are consistent with predictions from Bandura's theory of self-efficacy. (Author/PN)

Describes a viable method of reading instruction that can be utilized by the small school teacher to lead 20 or 30 individuals to common goals and objectives at unequal rates. (AH)

Argues that there is often a variance between the curriculum approved by the school district and that delivered by the classroom teacher. Proposes mastery learning as a means of avoiding this variance. (FL)

Provides a basic model for instructional technology and discusses its applicability to community colleges. Reviews the role of mastery learning and competency-based instruction in reforming general education in the community college. Identifies the elements common to most successful instructional programs. (DMM)

Presents two new approaches to improving academic achievement in inner-city schools--group-based, mastery-learning reading instruction and curriculum alignment. Explains why fundamental school reform and incremental improvement, introduced in the 1970s, failed to yield consistent results. (Author/WD)

In this second section of a two-part interview, Benjamin Bloom discusses practical aspects of implementing mastery learning in the classroom and presents some evidence on its motivational effects. For part one of this interview, see EJ 224 682. (SJL)