When I say … mastery learning

In 1968, as a college sophomore, I enrolled in a basic statistics course with 30 other students. The course was taught using mastery learning principles: it was delivered in 16 units sequenced by week; it provided practice and study opportunities in several forms; it used formative and summative testing; very high standards were expressed as minimum passing test scores; instructor feedback and coaching were provided, and its delivery allowed for variations in the time or opportunities needed to achieve the goal of each unit. After teaching and practice, we reported for unit testing at 10.00 am every Tuesday on a pass-the-test, see-you-next-week basis. Retests, as needed, were scheduled for Fridays at 5.00 pm (party time for US college students) or, as a last resort, at 7.00 am on Sunday mornings (doomsday option: never needed). All 30 students passed the course with an A grade, with no differences among us. We all felt great about this experience of success. The only downside was that the professor, Dr Jack Michael, was reprimanded by the dean for grading too leniently. ‘How can everyone be a high achiever?’ groused the dean. ‘Someone must fail!’