MASTERY-BASED

LEARNING
Presented by:
Adilah Husna (M20212002983)
Thivya Dass (M20212003170)
 INTRODUCTION
Mastery learning-based approach focuses on ensuring students fully understand
and excel at a particular subject or skill before proceeding to the next one.
Instead of rushing through topics, students are given extra time & support to
learn and master each concept effectively.
They engage in practice and receive feedback until they reach a high level of
mastery.
It's like building a strong foundation of knowledge and skills before progressing
further.
The idea is that everyone can achieve mastery if given enough time and help.
 DEFINITION

Instructional strategy and educational philosophy based on

the belief that students must attain a level of mastery in
compulsory information before moving forward to learn
advanced information.

Hussain and Suleman (2016)

 BASIC CONCEPT
Mastery learning emphasizes student mastery in achieving a level of mastery based on
the learning objectives for each learning unit before students move on to another unit.

Sufficient and flexible time should be provided for all

1 3
All normal students can master everything
students to achieve the specified learning
taught by the teacher. outcomes.

Learning is broken down into small units, with

2 knowledge organized from easy to difficult for 4
Instructional and learning directions for each
learning unit must be clear.
better understanding.
 THEORY
BLOOM'S MASTERY LEARNING

The learning method that focuses on students' mastery

of a subject being taught, based on the philosophy that
all or nearly all students can master knowledge or skills
well and with confidence if appropriate conditions and
Derived from Caroll's sufficient time are provided for them to understand
group-based mastery
learning model.
their learning.
Bloom (1968)
which was only
conceptual &
theoretical
Bloom expanded &
changed Caroll's model
into an instructional &
practical system for
classroom learning
 APPROACH
BLOOM'S MASTERY LEARNING

1 2 3

Students learn with their class Teacher controls the delivery & Material & concepts divided into smaller
fellows cooperatively flow of instruction units with predetermined objectives

4 5

To provide information &

feedback on their learning

Instructional process begins to

Students' performance is assessed
teach & learn a unit by adopting
through formative assessment
appropriate teaching methods
 APPROACH
BLOOM'S MASTERY LEARNING

6 7 8

Students must exhibit & achieve Students who fail to achieve mastery Students continue the cycle of studying
mastery on unit before moving on to are subjected to receive remediation and testing until mastery is achieved
next unit through additional sources and then move to the next unit

Example: tutoring, textbooks, peer

mentoring

Sufficient time for learning is

provided for those needing
remediation
 FRAMEWORK
Formative Assessment Summative Assessment

1 2 Feedback: Fail
to achieve b 3
mastery level
Instruction Diagnostic Recovery Diagnostic
Unit 1 Test 1 Activities Test 2

Feedback: Mastery level achieved

Teacher-centered Student-centered
approach approach

a 4
Enrichment Instruction
Activity Unit 2

Reinforcement & Development Activities

Nair and Gopal (2014) revised and adapted from Guskey (1997)
 IMPLEMENTATION
IN BIOLOGY FORM 4

THEME 2.0 Cell biology and organization

CONTENT STANDARD 2.1 Cell structure and function

LEARNING STANDARD 2.1.4 State the main functions of components of animal and plant cells

Student understand and able to state the main functions of components of

LEARNING OBJECTIVE
animal and plant cells
 1
INSTRUCTION
TEACHING & LEARNING
Teacher will explain to the students the topic they will

UNIT 1 learn, the objectives of the unit, teaching &

assessment method that will be used, and how the
assessment will be evaluated

2 TEACHER-CENTERED STUDENT-CENTERED
DIAGNOSTIC TEST 1 APPROACH APPROACH

Teacher shows the pictures &

explain the component of animal Students listen
Teacher conducts a formative assessment
& plant cells using a slide show to carefully to the
through QUIZ ACTIVITY to identify the students. teacher's explanation
students' weaknesses and strengths in Teacher prompts a discussion Students make group
order to determine the appropriate with the students by asking discussions and
follow-up action for the student questions such as:
presentations based
Label & state the function of
the main component of on the questions given
animal & plant cells by the teacher
What are the differences
between animal and plant
cells?
 DIAGNOSTIC TEST 1 a
Feedback ENRICHMENT ACTIVITIES
Teachers provide more challenging activities for
80% mastery achievement level students to strengthen and improve students'
understanding and thinking skills
FAILS TO ACHIEVE ACHIEVE MASTERY
MASTERY LEVEL LEVEL

b
RECOVERY ACTIVITIES
REINFORCEMENT DEVELOPMENT
ACTIVITIES ACTIVITIES

Teacher approach students through The teacher asks the students Teacher gives instructions to students to
different teaching methods such as: to construct a concept map to prepare mini project paper by applying
Guided directly by teacher in a explain this topic into graphical their current knowledge & skills
small group form Construct animal and plant cell models
Train students to identify the creatively and innovatively
Encourage peer-mentoring main concept Prepare the report in the context of solving
Giving homework problems and making decisions taking into
account the social/economic/cultural
values ​of society
Students are encouraged to use a variety of
reference sources (i.e: Textbook & Internet)
 3
RECOVERY ACTIVITIES DIAGNOSTIC TEST 2
Teacher conducts a summative
assessment by giving students cumulative
test or essays to ensure that students
have understood and mastered the unit
they have learned throughout the duration
of the course.

ENRICHMENT ACTIVITIES

MASTERY LEVEL ACHIEVED

TEACHING & LEARNING

UNIT 2
 IMPLICATION TOWARDS STUDENTS

STUDENTS CAN RETAIN

IMPROVE STUDENTS'
KNOWLEDGE AND
ATTITUDES TOWARDS
EXPERIENCE
LEARNING
CONTINUOUSLY

ENHANCE STUDENTS' PROMOTE

BOOST
CONFIDENCE WHEN INDEPENDENT
ACHIEVEMENT LEVEL LEARNING
THEY ARE LEARNING
NEW CONCEPTS
 APPROPRIATE ASSESSMENT
METHOD
FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT

Performed at the "end" or "after"

Evaluates understanding for the learning to evaluate the success of
purpose of providing data to revise both the "performance" of the
planned instruction. student and the quality of the
planned instruction.
ASSESSMENT METHOD CHARACTERISTICS EXAMPLE

Occurs before or during the learning process Class presentations

Allows teachers and students to amend their strategies Peer/ self-assessment
FORMATIVE halfway. Discussion
Identifies areas for improvement. Quiz
Gives opportunities for students to implement feedback. Homework

Occurs at the end of the learning process

Provides a final evaluation of students' knowledge and Final examination
SUMMATIVE skills Final project
Testing of students that involves ranking of students End-of-chapter tests
Provides students with a grade
 WHY THESE ASSESSMENT METHODS ARE
SUITABLE FOR MASTERY LEARNING?
FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT

It provides ongoing feedback and allows Allows teachers to evaluate student learning
teachers to monitor students' progress at the end of an instructional unit by
comparing it against the set standard or
towards mastery of a specific unit
benchmark in terms of the overall mastery of
Allows teachers to correct any learning
the material.
difficulties (i.e: errors, misunderstandings)
By assessing students' performance at the
from instruction and direct future study end of a learning unit or course, summative
Allow teachers to adapt their instruction assessment helps teachers to make
and differentiate their approach to summative judgment of their mastery level.
improve students' mastery level based on Able to illuminates areas of strengths and
their feedback in formative assessment weaknesses in the curriculum and instruction
for students.

Winget & Persky (2022)

 CONCLUSION
It is important to note that either "FORMATIVE ASSESSMENT" or
"SUMMATIVE ASSESSMENT" should not be the sole focus of assessment.
The use of formative assessments alongside summative assessments is
crucial to provide ongoing feedback, guide instruction, and support
students' progress towards mastery.
A balanced assessment approach that combines both formative and
summative assessments ensure a comprehensive and meaningful
evaluation of student learning in the context of mastery learning.
 DOES ANYONE
HAVE A QUESTION?
THANK YOU!
 REFERENCES
1. Bloom, B. S. (1968). Learning for mastery. Evaluation Comment (UCLA-CSIEP), 1(2), 1-12.
2. Hussain, I., & Suleman, Q. (2016). Effect of Bloom’s Mastery Learning Approach on
Students’ Academic Achievement in English at Secondary Level. An International Peer-
Reviewed Journal, 23, 35–43.
3. Nair, S. M., & Gopal, S. D. (2014). Kesan Penggunaan Kaedah Pembelajaran Masteri
Terhadap Pencapaian dan Minat Pelajar dalam Mata Pelajaran Pengajian Am. Asia
Pacific Journal of Educators and Education, 29(1), 55–80.
4. Winget, M., & Persky, A. M. (2022). A Practical Review of Mastery Learning. American
Journal of Pharmaceutical Education, 86(10), 1–9.