Table 4 Comparison of Mastery Model, Traditional Model, and Roseman University Model

No grades – Students advance when they demonstrate mastery

Grades

Courses pass/fail

Focus on one subject at a time

Students have multiple subjects

Content broken down into digestible 2 week blocks focused on single subject

To pass must demonstrate mastery – no curve

Students are norm referenced, often graded on a curve

Must demonstrate mastery at 90% to pass

Less competition

Students may compete for best grades

No grades

Fosters teamwork with collaborative learning and group testing

Teamwork less emphasized, whole group instruction the norm

Team learning and team assessments that count toward an individual’s assessment points

Transparency empowers students

Students may be less certain about what it takes to pass

All blocks have clear objectives and to pass students need to demonstrate mastery of objective

Student instruction guided by frequent formative assessment

Little feedback before summative testing, instruction less tailored to individual needs

Multiple formative assessments with reviews.

Identifies where students need help

Assessment is viewed as a positive learning experience

Testing may be threatening

Students know they have multiple chances to demonstrate mastery.

Develops a culture where reassessment is not viewed as failure

Have multiple opportunities to demonstrate mastery

Single summative test may determine if student passed

Have multiple options to pass with focused reviews to address areas of deficiency

Students advance when the demonstrate mastery of material

Course often time based, advance at the end of a fixed period

Students who demonstrate mastery early on have opportunities for more advanced material, research or to enjoy personal time.