Does it really matter when the students demonstrate mastery of the material?
One of the age old questions (at least in my old age) is does it really matter when a students achieves a learning objective? If they miss something on a quiz but get it on the final should that be taken into account in the final grade. Although we live in a competitive world and there is a keen focus on "grades", isn't the bottom line that the student ultimately masters the subject matter not that they do it on our (arbitrary) timeline? Any thoughts.
Hi Carl:
Wonderful example. I don't know many who want a less than fully knowledgeable, trained pilot behind the controls of anything that flys in the air!
Mastery has levels. The lowest level, however, is complete competence, perhaps not experienced, but fully knowledgeable. With competence comes confidence, which leads to seco and third tiers of mastery.
Many professions require, even demand these levels of mastery. Usually, where the public safety, health, or legal or fiduciary well being is at stake.
Regards, Barry
As a pilot, it is deadly serious when a student masters the material presented. The various methods of classroom testing is foundational, and the proof is in the performance when the practical application is performed in the cockpit. A thorough understanding of classroom theory and dynamics is essential to the performance in the air. It does matter, but in most caases, it truely matters in the work place.
Hi Robin:
Yeah, you gotta crawl before you can toddle along. And like learning to walk, there will be occasional stubles, as there will be with learning. But it's okay, because we know that with sustained practice and experience, students can acheive the level of expertise needed.
Regards, Barry
Student should exhibit mastery on a given learning objective before beginning a lesson that builds upon that objective. For example, one should exhibit mastery in addition and subtraction before begining a module on multiplication and division. (to give a classic school example)
Hi John:
Most often in vocational schools, there are "skill sets" or "proficicies" that students will be required to perform once they graduate into their profession. Some professions, these skills are essential (medical, acoounting, engineering), because the health and safety of peoples lives are at risk.
To me mastery doesn't mean perfect, it means "can perform as expected for the community standard they will work in".
There has to be something said for experience. Yet, an individual can have 1-years experience 10-years in a row, or 10-years experience comprised gaining depth, performance, and improvement all along the way. In these settings, we should be striving to teach our students to be life long learners, and to embrace the opportunity to gain additional skills, knowledge, and proficiency.
Regards, Barry
Demonstrating learned skills shows that somebody taught somebody something and somebdy has learned something. It does matter when students are able demonstrate mastery of skills.
Hi Anthony:
I agree with your points. Grades are just a collection of points clustered together to form some orderly method to provide an objective means of reporting performance.
But you're right, grades may not say a thing about an individuals ability, performance, even knowledge. Some students are better at taking testt's, others learn to work the system to earn the maximum grades, and some may appear they are doing poorly based on grades, yet be one of the brighter students in class. At some point, students do need to demonstrate some level of proficiency. Although very subjective, just watching someone perform a task could be the method used to award a grade (excample given to emphasize message, not suggest as a valid means for grading).
Regards, Barry
Sometimes we tend to measure mastery of materials from grades alone. Throughout the educational process, grades have always determined if one mastered the material and was successful in class. However, I don't believe that is the ONLY way to assess if a student has mastered them. As a chef instructor I let my students know that it is important to know who, what , where, how, and why. But the application of these are much more important. Students can master a quiz on making a stock, identifying the ingredients, and listing the procedure. But what's is important is how they apply that knowledge when they are in the kitchen that's important. Then being able to analyze and explain why the stock had the right taste, body, or clarity gives them more value about what they have just made.
Hi Jacquelyn:
Right! In most of classes, students are enrolled to learn a skill. So if the student can demonstrate the skills adequately, they ought to at least recive satsifactory grades.
That said, there are many professional training programs that invole many complex aspects to the "skills" they're learning, and grades could be impacted by failure to demonstrate the minimum knowledge level required to perform a skill.
Regards, Barry
Hi Francis:
Good comment. I suppose we have grading systems so the degree to which the student learned can be objectively documented. Perhaps that threshold is contained within the standard grading levels where an "A" is mastery, and a "C" is minimal. It's intersting many schools allow awarding a "D", but don't let it count for passing or transfering. Regardless of the grading system, it's the knowledge learned and retained that should be our focus.
Regards, Barry
I think all that matters is that the students learn the material and take knowledge with them rather than make 100 on test and forget material
Mastery is the key word. If a student doesn't demonstrate sufficient knowledge to move to the next phase, there is a risk in how long you let that continue. The effect on the class and on the individual have to be balanced. I am not concerned that a student has not matered informaiton necessary for a formative exam. However, they have to pass some threshold to move on. If they increase that level o fproficiency in the final...good on 'em. Barry's comment on transfer of short to long term memory expresses that well.
Hi Christine:
I like to look at this like the difference between processing and productivity. As teachers, we may be following a set process that includes all the right ingredients, resources, and environment. Along with that, the teacher follows a process of conducting class, and maybe very well.
In contrast, productivity exists when the transfer of knowledge from the teacher to the student has occurred. Regardless of the process, successful learning outcomes were achieved.
So I suppose it's really a question of purpose. Depending, we can follow a set process with limited results, or we can commit to achieving productive outcomes for the student. There's an obvious better answer, but ultimately the teacher (or institution) has to decide which route they want to take.
Regards, barry
Yes. These students are the next generation and they need to know what they are doing and why!
Hi Anne:
One of the goals every teacher should aspire to is presenting material in an environment that promotes the transfer of knowledge from teacher to student, and that the student is able to transfer most of the learning they recieved from short term memory to long term memory. Unless information is used or practiced, it will dissapear. I tell students "you want to review learned material", not "learn new information when you review". The latter is an indication long term memorry retention did not occur.
Regards, barry
The Mastery of the material is very important. Some students are not good test takers. Thus verbal exams can become important. Also class participation and demonstration of their knowledge will ensure that the student has not only gained the skill needed but also understand the concept.
Anyone can memorize material for an exam only to lose that information later.
Hi Ryan:
The bottom line is performance. I agree that skill, knowledge, and performance can occur from a variety of media and learening techiniques.
Regards, Barry
As a chef I rely on leaning everyday, wheather we learn from books or are follow chefs
Hi William:
Good exchange with another participant in the current cohort. There is a lot that could be discussed in this interesting category. In a way, all knowledge is personal and gained unless applied, shared, taught, or experienced in some way.
Regards, Barry
