Fixed and Ascending Criteria for Unit Mastery Learning.

Abstract

The effects of passing criteria upon quiz performance and completion of unit mastery courses were investigated. The first of three classes was conducted with a 90% mastery criterion successively approximated across quizzes from a low of 60% and with an average criterion of 80%. In the second class, the mastery criterion was fixed at 80% on all quizzes. The third class was conducted with the criterion fixed at 90% correct. Relative to the latter class, students in the 60%-90% class and the 80% class performed better in several respects on unit quizzes,passed units at a higher rate, and received fewer course grades of fail or the equivalent. Further, relative to the 80% class, the 60%90% students attained a higher degree of accuracy on quizzes for which 80% and 90% criteria were in effect, required fewer attempts overall to master unit quizzes, and made less use of a bonus procedure which was designed to allow students to lower their own passing criteria. These results have special significance with respect to the problem of high failure rates in courses taught by these methods. Unit mastery learning (self-paced or individualized instruction) refers to an instructional method with two essential features: (a) Course content is segmented into a number of relatively short, self-contained units upon each of which a student is tested; (b) The opportunity for a student to proceed to successive tests is contingent upon attainment of a high criterion (mastery) on the unit tests. While this form of instruction generally induces high levels of performance in a majority of students (e.g., Johnston & Pennypacker, 1971), Keller (1967) was the first to point out that a serious defect of these methods is reflected in the proportion of students who fail to progress through courses taught in this way. Ultimately about 29 % of the original enrollment in one of Keller's classes did not earn passing grades. Similarly, in another introductory psychology course taught by unit mastery techniques, failures and withdrawals in excess of 25% were re