Kagera – Mitihani ya Darasa la Tatu | Terminal 2026 | Download All Subjects
Swahili Medium
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This tightly structured teaching approach underpins the concept of “mastery learning”, developed by Bloom (1971) (and others) from Carroll’s earlier work (1963), and of “criterion-referenced assessment”. Bloom argued that, with good teaching and adequate time, most pupils (80% or so) should be able to achieve defined levels of attainment. He argued also that learning should be carefully and logically structured, so that prerequisite steps/stages are achieved en route to main aims.
He considered that this both facilitates success and makes it possible to write assessment items which provide information about learners’ successes/strengths and failures/weaknesses in working through the prerequisite stages. Thus teaching and learning can be adjusted to take account of the achievement (or not) of success criteria. Mastery Learning and criterion referencing have an influence on current practice in Scottish schools. Their influence can be discerned behind the specification of “attainment targets” or “learning outcomes” in national curriculum guidelines and syllabuses for national qualifications. Their influence is also apparent, for example, in typical early secondary, Standard Grade and National Qualification units and courses in various subjects.
arrangements for practice (“time on task”, as Carroll (1963) termed it – the length of time spent on the work, the number of occasions when the learner is engaged in responding to the tasks – is a key factor in successful learning);
There are clear implications of Ausubel’s findings for styles of teaching and learning. They include the need for well judged intellectual challenges, for positive feedback and for an inclusive ethos. Social psychologists such as Harter (1986) have confirmed that children’s sense of self-worth is affected strongly by how well they succeed in achieving their personal ambitions for school success.
