Implementation of Mastery-Based Testing in Calculus I

Abstract

This paper gives a blueprint for reacting to the various issues that an instructor will face in their day-today life as the manager of a Mastery-Based Testing (MBT) classroom. For example, I created a rubric to compare traditional testing with MBT, adapted my office hours to accommodate more retake opportunities, and required effort between in-class testing periods. I have also experimented with allowing students to choose their testing method. The rationale and implementation of the adaptations are fully discussed, and student feedback and average scores are examined.

Alternative grading practices: An entry point for faculty in competency‐based education

“…Some faculty members have chosen to use mastery grading in order to reduce test anxiety and model a growth mindset (Kelly, 2020) as well as shifting the conversation with students away from grades and toward learning (Wagner & Smith, 1991). In recent years, mastery grading practices are gaining in popularity within undergraduate math courses (Halperin, 2020;Heubach & Krinsky, 2019;Kelly, 2020;Kreiner, 2006;Mangum, 2020;Shafie, Shahdan, & Liew, 2010) potentially due to the discrete nature of mathematics.…”

Introduction to the Special Issue on Implementing Mastery Grading in the Undergraduate Mathematics Classroom

“…We begin with "Variations in Mastery-Based Testing" [7] by Harsy, which starts us off with an excellent and broad description of MBT, including many helpful tips and advice on promoting student buy-in. Next, "Implementation of Mastery-Based Testing in Calculus I" [12] by Mangum dives into the details of the day-to-day implementation of MBT in a classroom. Mangum describes the results of providing students the choice to be evaluated in a traditional method or using mastery grading.…”

Comparing Mastery-based Testing with Traditional Testing in Calculus II

“…All of these goals are centered on fostering what developmental psychologist, Carol Dweck, calls a "growth-mindset" approach towards learning, something that traditional points-based assessments often lack (Dweck, 2007). In an effort to encourage mathematics students to spend more time developing complete understanding of course material, mastery grading techniques like "Mastery-based Testing" are having a resurgence (Collins et al, 2018;Harsy, 2019;Heubach et al , 2019;Mangum, 2019;Zimmerman, 2020). The structure of masterybased testing may help reduce test anxiety and help motivate students to revisit old ideas that they have not fully understood until they are able to demonstrate mastery.…”

“…The structure of masterybased testing may help reduce test anxiety and help motivate students to revisit old ideas that they have not fully understood until they are able to demonstrate mastery. Most authors like Collins et al (2018), Harsy (2019), Heubach et al (2019), Mangum (2019), and Zimmerman (2020) who have written about masterybased testing have focused on its implementation and have not formally studied the impact of this assessment technique.…”