Technical Appendix

Definition

Traditional teaching keeps time spent on a topic constant and allows pupils’ ‘mastery’ of curriculum content to vary. Mastery learning keeps learning outcomes constant and but varies the time needed for pupils to become proficient or competent at these objectives. The mastery learning method breaks subject matter into blocks or units with predetermined objectives and specified outcomes. Learners must demonstrate mastery on unit tests, typically 80%, before moving on to new material. Any pupils who do not achieve mastery are provided with extra support through a range of teaching strategies such as more intensive teaching, tutoring, peer-assisted learning, small group discussions, or additional homework. Learners continue the cycle of studying and testing until the mastery criteria are met.

Some of the ideas behind mastery learning date back to American schools in the 1920's with the work of Washburne (1922, as cited in Block, 1971). A version of mastery learning was revived in the form of programmed instruction in the late 1950's based on the work of Skinner. It aimed to provide students with instructional materials that would let them move at their own pace and receive constant feedback on their level of mastery (see also Individualised instruction). During the 1960's Bloom's (1968) ‘Learning for Mastery’ led to a resurgence of interest from both researchers and practitioners. He is now generally acknowledged as the originator of the mastery model. Bloom argued that learners would not spend more time overall on activities to achieve proficiency. Although it may take longer in the early stages, he suggested learners would need less time to master more advanced material because of their higher levels of basic competence.

In terms of assessment and feedback, a number of aspects of mastery learning are similar to other contemporary approaches such as the use of initial diagnostic assessments like universal screening in Response to Intervention models (Mellard & Johnson, 2008). The use of formative assessments and tests to monitor pupils’ progress systematically then give detailed feedback on what they need to do to close the gap between their current performance and the desired goal is similar to assessment for learning and feedback models (Black and Wiliam, 1998; Hattie & Timperley, 2007).

Mastery learning is therefore not a new approach, though different versions have been developed and used at different times. It is based on the belief that all pupils can learn when provided with appropriate activities and support. All pupils must achieve a pre-specified level of mastery on one unit before they can to progress to the next. Learners are also provided with specific feedback about their progress at regular intervals. This helps learners identify where they have been successful and where they have been less successful. Any objectives in the curriculum which have not been learned are given more time and more effort to achieve mastery.

Search terms: Mastery learning, learning for mastery

Evidence Rating

There are five meta-analyses included in the summary, but none of these have been conducted in the last 10 years. The pooled effects from these syntheses range from 0.04 to 0.60 so do not provide a consistent estimate of effect. This variation is not explained by moderator analyses. A number of the meta-analyses include experimental and quasi-experimental studies which are not well controlled. The pooled effects in the early studies are simple means or median values rather than weighted models (fixed effect or random effects). In addition, studies have not been adjusted for clustering. More recent studies have shown mixed effects. Overall the evidence is rated as moderate. 

Two recent trials in the UK have found positive effects, but at the lower end of the estimates from the meta-analyses. 

Cost Information

The main financial cost of implementing a mastery learning approach will be the cost of professional development. The average cost of professional development in EEF-funded programmes is well under £80 per pupil.

The average ‘per pupil’ cost of the Maths Mastery programme was estimated to be around £131 per year for primary school pupils and around £50 per year for secondary school pupils, in the first year, with per pupil costs likely to reduce in future years in both cases.

Additional one to one and small group support are also likely to be needed. Many schools will provide this support using existing staff and resources. Although this approach will not incur an additional financial cost, school leaders should be aware of the extra staff time required. They must also think carefully about the activity they might have to stop doing in order to provide this additional support.