Case Study: Mastery Learning
Callista Garman, Nursing, Midwifery and Health
No limit on the number of times students attempt.
"We just want them to be able to do it."
Increases confidence and improves sense of self worth.
"Students have a very broad range of abilities, so it's very rewarding to see those who had not confidence in their abilities actually achieve it."
Students develop and set up their own Learning Contract
"Why they're going to learn, what they want to learn, how they're going to learn and how they will demonstrate and validate what they have learned."
Learning and Assessment tailored to individual student needs
"It means you can tailor their assessment and what they're learning to be something they can benefit from in their area of work."
Students submit their own objectives and receive feedback on feasibility
"We advise them on whether it's achievable or what else they might do."
"try to get them to own the learning and realise that they all work at different levels."
Students choice of topics extended
"we see students take on topics that they thought were far too difficult."
Set own agenda
"Specialising in their own area of interest."
Time management
"learning to learn and be self-directed."
Acclamation of learning in the workplace
"They often do presentations and charts for their ward area, therefore there is kudos at work."
Consider the appropriateness
"it's not about mastering the entire content area."
Criteria for marking should be clear Be prepared to negotiate
"We give students a Grade with a range of marks rather than a raw mark, and are always prepared to negotiate if the student doesn't 'like' what they got."