Mastery learning

As an instructional strategy, mastery learning stems from the research of Benjamin Bloom in 1971, 1976 and 1984. Traditional classroom learning sees trainees undertake a learning event to study for a test, then regardless of the results moves onto the next chapter of the reference book or program until the course is complete.

The trainee is tested on the next chapter or stage of the program until the course is completed. Mastery learning is a unique approach as compared to traditional training methodologies where material is taught and trainee comprehension is evaluated before they are able to move on to the next unit.

Bloom observed traditional classroom practice was to organise content into units evaluating progress at the end of each unit. Bloom reasoned such evaluations of learning would be more efficient if they were utilised as a sub-task in the teaching and learning process providing immediate feedback targeting individual learning difficulties prescribing specific remediation interventions to enhance learning.

The facilitator breaks down the curriculum into a series of smaller sub-lessons that are taught throughout the duration of the course. At the end of each learning intervention, a diagnostic assessment (usually a short quiz) is administered serving as a evaluation of learning. 

The assessment then acts as a guide where the facilitator builds a prescriptive feedback lesson targeting the areas of weakness. I am a supporter of Bloom's research and processes, mastery learning greatly improves trainee outcomes.