A Shift to Mastery Learning: An Analysis of District and Grade-Level Beliefs and Practices

• In Event: 77.056 - Fairmont Royal York Roundtable Session Seven
  In Roundtable Session: 77.056-6 - Perspectives on Assessment and Learning

Abstract

To inform the district’s planned implementation of Mastery Learning, we focused our descriptive mixed-methods study on K-12 teacher beliefs and practices in assessment and grading, determining the degree to which these were similar and varied across elementary, middle, and high school levels. Based on 468 (81%) surveys, results revealed wide differences in grading beliefs and practices among teachers – both across grade levels and within them. Significant gaps between current practices – such as including behaviors in students’ academic grades – and mastery-based learning practices were identified. Future avenues of research are offered as results underscore areas for teacher preparation and in-service programs to foster ongoing discourse about grading practices.

Author

• Kenneth J Daly, Wallingford Public Schools