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. |