In a mastery learning course, the low achievement group acquired more negative attitudes toward the teaching strategy, while high achievers gained enthusiasm. It is concluded that mastery learning can demotivate some students and must be introduced carefully. However, the difficulty of constructing the strategies is compensated for by their…

This discussion of computer-assisted repeatable tests, which are frequently used to evaluate and monitor students' acquisition of knowledge in mastery learning situations, cites and describes a number of specific examples of systems for creating both online and batch tests. A reference list is provided. (JJD)

A general analysis of the learning process precedes the discussion of a teaching model designed to provide effective control of the process of attaining knowledge. Features of the model discussed include preliminary knowledge, motivation, presentation and activities, feedback, and planning the assimilation process of a complete subject. A 21-item…

The effects of a modified mastery learning system on achievement in an individualized high school physical science course are examined. Results indicate that a medium performance standard was superior to both high and low standards for promoting achievement in both difficult and easily learned materials. (JN)

The Developing Models for Special Education project utilized a novel evaluation design to produce data for national validation. The results of the evaluation are presented, and the problems and benefits associated with both the theoretical model and the further use of this design are discussed. (Author/GDC)

This study compared three instructional strategies for teaching music intervals to beginning music majors: programed instruction using a linear programed text; mastery learning using computer-assisted instruction (CAI); and self-practice using a textbook. Subjects were tested on immediate and delayed (48 hour) retention. Mastery learning by CAI…

In Denver, principals train and supervise their teachers as they plan and teach mastery learning units. (Author/JM)

Argues that the practices of higher education (e.g., classes, semesters, and grades) are increasingly incompatible with the purpose of maximizing student learning and growth. Discusses the affective and cognitive advantages of a mastery approach to granting credit. (AYC)

Presents an overview of the basic features of two highly related models of college instruction; the Personalized System of Instruction and the Contingency Managed Lecture. Both are based on behavioral principles and have been tested and implemented on a large scale. (Author/JEG)

Despite the fact that reading, writing, and arithmetic are still thought to be mainstays of the primary school curriculum, more and more complaints are heard from all quarters that students are graduating from high school or post-secondary institutions without a firm grasp of these fundamentals of learning. (Author)

Demonstrates how Bayesian reasoning can be used to adjust the length of computer-guided practice exercises and computer-based tests to help make mastery or nonmastery decisions. Individualization of instruction is discussed, and the results of an empirical study that used the sequential probability ratio test (SPRT) are presented. (25 references)…

Considers new modes of course organization that are based on computers, videodisc players, compact disk players, and other components of interactive technology. Topics discussed include student control of content and pace, ways of learning, mastery courses, learning cycles, hypercourses (non-linear courses), and student organized courses. (17…

Thirty special education teachers were assigned to a dynamic-goal or static-goal curriculum-based measurement group, or a control group. Results with their 60 mildly/moderately handicapped students showed that dynamic goal teachers increased goals more frequently and employed more ambitious goals, and their students had better content mastery than…

Examined were the effects of student cognitive entry behavior, prescribed mastery level, and information about criterion on mathematics achievement. Studied were 36 third graders assigned to four levels of being informed. Findings differed for children at low and high entry levels. (MNS)

A Canadian bilingual ESL program for Cambodians was taught by an experienced English-speaking ESL teacher and a Cambodian-speaking coteacher. Observations, interviews, and journal analysis showed that a bilingual monocultural format encouraged student participation and peer teaching and that second-language learning was facilitated by…