Developing a mastery learning interpretation of learner performance

OUTPUT TYPE: Conference or seminar papers
PUBLICATION YEAR: 2003
TITLE AUTHOR(S): M.M.Makgamatha
KEYWORDS: ASSESSMENT INSTRUMENTS, GRADE 3, LEARNER ASSESSMENT, LEARNER PERFORMANCE, READING ASSESSMENT
Intranet: HSRC Library: shelf number 3020
HANDLE: 20.500.11910/7788

Download this report

If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.

Abstract

The paper describes a mastery learning interpretation of reading performance in a district-wide reading attainment study conducted in South Africa. The mastery learning instructional strategy is based on the principle that all learners can learn a set of reasonable objectives given appropriate instruction and sufficient time to learn. The strategy also requires that there should be some pre-determined, understood and agreed upon level of knowledge of skill to be attained by learners. Schools which participated in the study belonged to the four former racially-based departments of education. The purpose of this study was to determine the English reading attainment in grade 3, using a learner assessment tool.