Achieving learning standards is at the forefront of current educational philosophy, and is the goal of sound educational practice. That "all children can learn" and there will be "no child left behind" presume that teaching and assessment practices must benefit all children. Agreement in principle is nearly universal. Practical implementation,…

We are all accustomed to periodic summative testing for achievement, but in this chapter the importance of requiring mastery of fundamentals as the baseline for evaluation, regardless of the level of the class involved, is discussed.

Proposes a grading system for nursing education, consisting of (1) a within-class component, based on mastery testing and criterion-referenced assessment to develop academic knowledge and clinical skills; and (2) a between-class component, based on norm-referenced assessment to provide a statistically sound class ranking. (SK)

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 report results from studies that tested two variations of Bloom's decreasing variability hypothesis using performance on successive units of achievement in four graduate classrooms that used mastery learning procedures. Data do not support the decreasing variability hypothesis; rather, they show no change over time. (SM)

This book describes the concept of mastery learning in the classroom and the various foundations upon which it is built. Five chapters discuss: (1) "Understanding Mastery Learning" (e.g., the learning/memory base, the measurement base, theoretical bases, and the brain base); (2) "Examining the Standards: Math, Science, Social Studies, and English…