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Table 4 Comparison of Mastery Model, Traditional Model, and Roseman University Model

From: Mastery learning in a bachelor’s of nursing program: the Roseman University of Health Sciences experience

Mastery Model Traditional Model Roseman University Model
No grades – Students advance when they demonstrate mastery Grades Courses pass/fail
Focus on one subject at a time Students have multiple subjects Content broken down into digestible 2 week blocks focused on single subject
To pass must demonstrate mastery – no curve Students are norm referenced, often graded on a curve Must demonstrate mastery at 90% to pass
Less competition Students may compete for best grades No grades
Fosters teamwork with collaborative learning and group testing Teamwork less emphasized, whole group instruction the norm Team learning and team assessments that count toward an individual’s assessment points
Transparency empowers students Students may be less certain about what it takes to pass All blocks have clear objectives and to pass students need to demonstrate mastery of objective
Student instruction guided by frequent formative assessment Little feedback before summative testing, instruction less tailored to individual needs Multiple formative assessments with reviews.
Identifies where students need help
Assessment is viewed as a positive learning experience Testing may be threatening Students know they have multiple chances to demonstrate mastery.
Develops a culture where reassessment is not viewed as failure
Have multiple opportunities to demonstrate mastery Single summative test may determine if student passed Have multiple options to pass with focused reviews to address areas of deficiency
Students advance when the demonstrate mastery of material Course often time based, advance at the end of a fixed period Students who demonstrate mastery early on have opportunities for more advanced material, research or to enjoy personal time.
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