Variations in Mastery-Based Testing

Autor/in	Harsy, Amanda
Titel	Variations in Mastery-Based Testing
Quelle	In: PRIMUS, 30 (2020) 8-10, S.849-868 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Harsy, Amanda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-1970
DOI	10.1080/10511970.2019.1709588
Schlagwörter	Testing; Mastery Tests; Mastery Learning; Mathematics Instruction; College Mathematics; College Students; Calculus; Algebra; Student Educational Objectives; Grading; Student Attitudes + Suchen Sie Ihr Suchwort? Testdurchführung; Testen; Mathematics lessons; Mathematikunterricht; Collegestudent; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Notengebung; Schulnote; Schülerverhalten
Abstract	As educators, it is important for us to recognize that our assessment methods affect student attitudes. If we want students to learn from their mistakes and counteract a fixed-mindset of learning, perhaps we should look at what we incentivize in the classroom. Some professors are attempting to counteract math and test anxiety, poor STEM retention, and a fixed-mindset of learning by using a new assessment model called "Mastery-Based Testing" (MBT). In MBT, students are given problems in which they can only receive full credit for the problem after they demonstrate mastery of the objective being tested. In this paper, we discuss different implementations of Mastery-Based Testing in a variety of courses. We also include student feedback from the survey data collected from MBT courses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01