A CONSTRUCTIVIST CRITIQUE OF MASTERY LEARNING IN MATHEMATICS

The usual forms of assessment used in mastery learning programmes are analysed. A number of difficulties with conventional forms of assessment are identified. These include a lack of conceptual clarity in the operational definition of mastery learning, the lack of validity of mastery tests, and the confusing, often erroneous feedback that mastery tests provide learners. Drawing on research from educational psychology, the concept of mastery is analysed from a psychological perspective. It is concluded that constructivist assessment techniques are better than conventional mastery tests for developing a psychological sense of mastery in learners.