Presentation on theme: "Mastery Learning and Grading: Grading so that Everyone Can Learn Ryan Gantner Eileen Lynd-Balta 14 November 2008."— Presentation transcript:
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 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.”
History and Literature “I'm not suggesting we revive the somewhat dormant methods of mastery learning.” Abundance of literature in 1970s and 1980s
Adapting to a college setting Reality: time is fixed! Time is scarce
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
Drawbacks of Mastery Learning Time “Checklist” attitude allows students to seek path of least resistance Learn-then-forget Too much work for instructor Logistics
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
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?
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.
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.
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
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.
Grading so that Everyone Can Learn Clear expectations Formative assessment Ownership Ally
Activity: how can you use this? Maximize Benefits (clear expectations, minimal “one-shot” grading, motivation) Minimize drawbacks (checklist attitude, instructor time, learn- then-forget)