Considers John Carroll's model of instruction for mastery learning, first presented almost twenty years ago, as the best way to ensure that public high school graduates are educationally competent. Discusses problems with mastery learning and offers some solutions. (WD)

College-level "grade inflation" may result not from flabby standards but from more effective instructional strategies such as mastery learning. (Author/JM)

Potential pitfalls in implementing a competency-based, mastery model of computer-based training are mixing self-pacing and classroom instruction, failing to control entry and exit, failing to align curriculum, dealing with conflicting values about teaching, applying conventional test reliability measures to mastery tests, and coping with…

An interview with the director of the recently established International Center on Outcome-Based Restructuring explains that outcome-based education focuses on defining, pursuing, and ensuring success with the same high-level outcomes for all students. (MLF)

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)

Reviews methods and materials for producing marketing and distributive education graduates who are employable. Discusses performance-based competencies and mastery learning. (JOW)

Analyzes the positive and negative features of mastery learning and its place in competency-based education. (Author/WD)

Traces the roots of outcome-based education in mastery learning. Considers such obstacles as lack of reform preconditions, poor understanding of program features, teacher resistance, teacher domestication, staff mobility, and routinization. (SK)

A major concern among physical educators is the public's apathy toward accountability in physical education. All students should be ensured achievement of minimal competencies for specific objectives. One approach for ensuring this achievement is a mastery learning strategy which would include developmental procedures, operational environment…

Discusses the effects of mastery learning and criterion-referenced grading schemes on student memory and motivation to succeed. Indicates that such programs are effective in college level developmental education programs. Provides suggestions for establishing criterion-referenced grading schemes, including several variants of mastery grading…

This paper reviews the research bases for components of the resource/consulting teacher (R/CT) model, including use of curriculum based assessment, direct and data-based instruction, criterion-referenced mastery learning, stages of learning development, applied behavior analysis, and school consultation. (Author/DB)

Developers of high stakes criterion-referenced tests are urged to formulate test tasks so that efficient instruction can promote student mastery of the domain. Time-on-task has been promoted by instructional psychologists as preferable to test teaching. (DWH)

During the past three years, Santa Fe Community College (Florida) has designed and implemented an experimental competency-based program in human services training with a specialization in substance abuse counseling that meets the needs of atypical adult students and also the accountability demands of the academic community. Both a residential…

Discusses changes in teaching English since the Dartmouth Conference. Discusses issues in education in the mid-l960s; the second international conference at York University in England; the third international conference at Sydney, Australia; and the l984 international seminar at East Lansing, Michigan. (EL)

This paper describes the elements of outcome-based education (OBE) and identifies the corresponding research base for each. The eight steps of OBE, evolved from the early effective-schools research and mastery-learning concepts, include: (1) define students' future environments; (2) derive outcomes; (3) design student demonstrations of learner…