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When looking at test taking, students are said to have mastery when they can score an 80% or better on assessments

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Students adopt mastery goals when teachers (1) allow them to resubmit assignments that need more work; (2) do not pressure students by consistently talking about grades and assessments; and (3) encourage self-comparisons and avoid comparing students' achievement with that of other students

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Mastery can be the learner's purpose for -participating in a task

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Mastery can be the learner's purpose for -participating in a task

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Students who focus on mastery are more likely to persist at academic tasks, particularly challenging one

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Students must have multiple opportunities to achieve success!!

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Students must have multiple opportunities to achieve success!!

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in education, we verify mastery by asking individuals to answer questions or perform a specific task

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"Tell me what you expect of students to receive an A?"
Are we, as educators making our expectations clear and allowing students the chances to achieve mastery (and backing up their grades with rubrics/clear expectations of what that mastery looks like in the classroom environment). How are we allowing different learners to demonstrate mastery?

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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.

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in many contexts mastery is defined through a simple percentage : For example, students demonstrate mastery when they score over 80 percent accuracy on an assessment. But in practice, it's not that simple. Setting percentage cutoffs on any form of assessment is an arbitrary decision that says little about the rigor of expectations set for students' performance

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Rosenberg (2012) argues the opposite, describing competence as only the second step in a four-step process to mastery, the four steps being novice, competent, experienced, and master/expert

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The many factors that go into defining and achieving mastery help us understand how educators can plan their classes and their daily instructional practices in ways that will help more students achieve mastery

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"The dilemma with this (the measurement of mastery) is establishing what level of performance is sufficient to denote mastery."

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Using professional judgement to determine mastery. Helping to weed out false rejection or acceptance (those gifted students who fail, or the low students who guess correctly).

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Students can work toward mastery only if they know what is involved and how mastery is defined.

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Students can work toward mastery only if they know what is involved and how mastery is defined.

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Mastery is a construct that is not observed directly but can be inferred from observing student performance specifically a particular concept, skill, or subject.

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Mastery is a construct that is not observed directly but can be inferred from observing student performance specifically a particular concept, skill, or subject.

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Motivation researchers have demonstrated that mastery can be the learner's purpose for engaging in a task or activity

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He makes the point that if we were facing a serious medical procedure, we would much prefer a "master" physician to one who was merely "competent."

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Even when assessment designers are trained, judgment-based methods forstandard setting can be untrustworthy and sometimes manipulated (Shavelson, 2013). Still, until more accurate,objective ways of setting cutoffs can be found, factoring in human judgment is the best available approach

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Even when assessment designers are trained, judgment-based methods forstandard setting can be untrustworthy and sometimes manipulated (Shavelson, 2013). Still, until more accurate,objective ways of setting cutoffs can be found, factoring in human judgment is the best available approach