Does this student not know theĭistributive property? It is unclear. Thinking is lost in a harsh focus on mastery. Many things, even in a notoriously difficult area of fractions. Student who answered (D) might be thinking: For example,Īre an attempt to see some partial understandings. Teacher may then be able to analyze how many of the students chose a certainĪnswer and analyze how to correct that misconception. Multiple choice question, the distractors (incorrect answers) are constructedĪs a type of trap: end-results of misconceptions a student might have. Understanding? How might we assess it? What role can digital education play? Understandings and bridging towards those learning goals. Instead, we must attack the much harder problem of assessing students partial It only serves to separate people and reduce diversity of ideas. We don’t need to discard mastery, we just need to stop demanding it for Despite Franke’s statement, “No More Mastery,” No attention to how polynomials relate to concepts of integer multiplicationĭirectly and indirectly. That some knowledge is used to build other knowledge. “This week, I hope we can finish our work on the Mastered a skill are separated away, potentially not allowed to move on. Knowledge but instead by ease of assessment. InĪddition, a mastery approach overly emphasizes certain kinds of knowledge (suchĪs procedure and computation) heavily influenced not by importance of the A strict focus on mastery (implying ‘complete’ understanding), sheĪrgues, means we throw out information that can help inform learning. Asilomar, Megan Franke pushed to look for partial understandings when assessing
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