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Making the case for mastery learning assessments: key issues in validation and justification.

Matthew Lineberry1, Yoon Soo Park, David A Cook

  • 1M. Lineberry is assistant professor, Department of Medical Education, and assistant director for research, Dr. Allan L. and Mary L. Graham Clinical Performance Center, University of Illinois at Chicago College of Medicine, Chicago, Illinois. Y.S. Park is assistant professor, Department of Medical Education, University of Illinois at Chicago College of Medicine, Chicago, Illinois. D.A. Cook is professor of medicine and medical education, associate director, Mayo Clinic Online Learning, and consultant, Division of General Internal Medicine, Mayo Clinic College of Medicine, Rochester, Minnesota. R. Yudkowsky is associate professor, Department of Medical Education, and director, Dr. Allan L. and Mary L. Graham Clinical Performance Center, University of Illinois at Chicago College of Medicine, Chicago, Illinois.

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Summary

Mastery learning requires learners to prove proficiency before advancing. This approach necessitates careful assessment validity considerations, especially regarding retesting and defining mastery levels.

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Area of Science:

  • Educational Psychology
  • Assessment and Evaluation

Background:

  • Mastery learning, where learners achieve proficiency before progressing, is gaining traction.
  • It aligns with competency-based education by varying learning time for uniform outcomes.

Purpose of the Study:

  • To outline key considerations for validating and justifying mastery learning assessments.
  • To support research and practice as mastery learning models expand.

Main Methods:

  • Discussion of specific validity issues unique to mastery learning.
  • Analysis of reliability and score variance challenges with retesting.

Main Results:

  • Validity requires clear definitions of mastery, retention, and content coverage.
  • Retesting introduces threats to validity and complicates reliability analysis.

Conclusions:

  • Thorough validation is crucial for effective mastery learning implementation.
  • Exploring consequences for all stakeholders ensures assessment justification.