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I have started seeing this in my enrichment class specifically. Some of my struggling and failing students are starting to find success independently and are taking it upon themselves to complete complex problems instead of saying "I don't know what to do".

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I have started seeing this in my enrichment class specifically. Some of my struggling and failing students are starting to find success independently and are taking it upon themselves to complete complex problems instead of saying "I don't know what to do".

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I too feel that grading is subjective at times but of all the subjects math has the least gray area.  Teachers may disagree where a student is struggling but bottom line do they have the correct answer is where the grading comes from.

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I too feel that grading is subjective at times but of all the subjects math has the least gray area.  Teachers may disagree where a student is struggling but bottom line do they have the correct answer is where the grading comes from.

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"Thus, we are expressing the view that, given sufficient time and appropriate types of help, 95 percent of students … can learn a subject up to a high level of mastery. We are convinced that the grade of A as an index of mastery of a subject can, under appropriate conditions, be achieved by up to 95 percent of the students in a class. (p. 4)"

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"Thus, we are expressing the view that, given sufficient time and appropriate types of help, 95 percent of students … can learn a subject up to a high level of mastery. We are convinced that the grade of A as an index of mastery of a subject can, under appropriate conditions, be achieved by up to 95 percent of the students in a class. (p. 4)"

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The idea that too many A grades is a sign of grade inflation may impact this.

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The mindset of students impacts their entire high school achievement trajectory.

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then students need to know the criteria by which their performance will be judged and the level of skill that will be expected...:

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I've always thought of myself as a mastery teacher but think I'm actually more of a competency teacher after reading this article. Being the 6th grade teacher I feel that it is my responsibility to create that foundation of simple skills that will allow them to be successful in the rest of the objectives throughout middle school and beyond.

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I've always thought of myself as a mastery teacher but think I'm actually more of a competency teacher after reading this article. Being the 6th grade teacher I feel that it is my responsibility to create that foundation of simple skills that will allow them to be successful in the rest of the objectives throughout middle school and beyond.

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 Researchers further suggest that students will be more motivated to master a topic if they are given opportunities to show improvement in their learning over time (Anderman & Maehr, 1994). When teachers employ cutoff scores in these ways, assessment results will better reflect the quality of student thinking instead of simply the number of points students attain. 

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 Researchers further suggest that students will be more motivated to master a topic if they are given opportunities to show improvement in their learning over time (Anderman & Maehr, 1994). When teachers employ cutoff scores in these ways, assessment results will better reflect the quality of student thinking instead of simply the number of points students attain. 

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The process requires thoughtful examination of the questions students are asked to answer, the tasks they are asked to complete to demonstrate their learning, and the goals that students set when engaged with tasks and assessments

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The process requires thoughtful examination of the questions students are asked to answer, the tasks they are asked to complete to demonstrate their learning, and the goals that students set when engaged with tasks and assessments

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 Likewise, if mastery means being able to demonstrate a particular level of skill on a complex task, then students need to know the criteria by which their performance will be judged and the level of skill that will be expected. Students can work toward mastery only if they know what is involved and how mastery is defined. Educators also can do much to facilitate students' adoption of mastery goals (Midgley, 2002).

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 Likewise, if mastery means being able to demonstrate a particular level of skill on a complex task, then students need to know the criteria by which their performance will be judged and the level of skill that will be expected. Students can work toward mastery only if they know what is involved and how mastery is defined. Educators also can do much to facilitate students' adoption of mastery goals (Midgley, 2002).

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Tell me what you expect of students to receive an A? AsBloom (1968) put it,Thus, we are expressing the view that, given sufficient time and appropriate types of help, 95 percent ofstudents … can learn a subject up to a high level of mastery. We are convinced that the grade of A as an indexof mastery of a subject can, under appropriate conditions, be achieved by up to 95 percent of the students in aclass. (p. 4)

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Tell me what you expect of students to receive an A? AsBloom (1968) put it,Thus, we are expressing the view that, given sufficient time and appropriate types of help, 95 percent ofstudents … can learn a subject up to a high level of mastery. We are convinced that the grade of A as an indexof mastery of a subject can, under appropriate conditions, be achieved by up to 95 percent of the students in aclass. (p. 4)

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To achieve true mastery, students need to be invested in mastering a concept. The description of mastery goals is representative of a growth mindset, including persevering at a task until it is completed successfully.

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-Percent Accuracy
-Professional Judgement
-Implications for Practice
-Complexity Calls for Judgement