Mastery Learning Essay

This is considered as formal method of assessment, which may be carried out in the middle or at the end of course, or

Once the learner has submitted an assignment or evidence, the assessor must review it to ensure that the learner has done what was asked of

methods, he inspired his students to be themselves and act like individuals. He teaches them to

In order to assess pupil’s achievements the teacher will take the main lead in doing so and the learning support practitioner will take guidance from the teacher’s assessments in order to support the pupil’s progress. In order to have a clear vision of the students ability and how they are progressing, the class teacher will monitor and assess students achievements, conduct reports of the achievements found for the department; other staff including year learning co-ordinators; and for the parents, they will also have meetings to share examples of pupil’s progress and discuss why they

While observing students. Use a check list to formally assess students progress and understanding of the objective.

These can be carried out formally and informally.   Information from observations on a pupil’s progress is passed onto the teacher who will then report it to the parent/carer.

For example, assessment provides clear measurement and recording of achievement during a course that provides identification of individual

On exam day, students will have to be prepared with a comprehensive knowledge of their chosen topics. Faculty members will ask their chosen questions of the student and, with only a whiteboard or computer projector in front of them, students will have to orally work through the program and present their answer to the panel. If the student presents a satisfactory answer to each question, they pass the

• Assessment Method: The assessor has used an open and direct written question with this learner ‘Explain how…’ this

Courses that must be completed before you are eligible to enroll in higher level coursework.

Also the assessor is to assess the learner’s knowledge and skills in a range of

choosing teaching/learning strategies that activate students’ prior knowledge so students are prepared cognitively, socially, and emotionally for new learning (e.g., through discussion, choosing a problem

the concepts for the next level and after graduation of high school will be beneficial to all

“What any person in the world can learn almost all persons can learn if provided with appropriate prior and current conditions of learning” (Bloom, 2017). This belief was held by Dr. Bloom in 1956 when he and his team created Bloom’s Taxonomy. Since then educators have been utilizing these “goals of the learning process” (Clark, 2015) and making assumptions of its usage and implications. I too did have assumptions but have not thought about how I developed them or how they would affect my use of the taxonomy. When starting this reflection I held three assumptions true about Bloom’s Taxonomy. The first is if the educator uses Bloom’s Taxonomy for planning through assessment, then the student will develop higher order thinking skills. Secondly, a student can move on to a higher order thinking level only if they first mastered a lower order thinking level. Thirdly, if educations use different levels of Bloom’s Taxonomy in lessons students will retain more information. Interestingly, I uncovered two additional assumptions that I did not know I had. The first of which is that the focus on cognitive development of Bloom’s devalues importance of other domains. The other is that Bloom’s Taxonomy is used only by educators in K-12 and college. Here are some things I understand about this subject that informed or changed

We learned how his different stages of life affected his personality and ability to lead.