Traditional vs. Mastery-Based
Let’s compare and contrast traditional assessments and mastery-based assessments. This activity illuminates the similarities between traditional assessment and mastery-based assessments that make it so teachers don’t need to change or abandon all current assessment practices in order to move toward a mastery-based system. The list of characteristics on the left apply to either traditional, mastery-based, or both assessments. Drag items from the list to where you think they best fit on the Venn Diagram.
Traditional Assessment
Mastery-Based Assessment
- Requires demonstrated competencies to progress
- Occurs when student is ready
- Allows students to work at own pace
- Grades effort or attitude separately from final product
- Groups students based on aptitude diagnostic
- Aligns to standards and/or learning targets
- Allows students to work individually or in groups
- Can be applied as formative and summative
- Can be applied in formal and informal situations
- Includes rubric with success criteria
- Groups students by age or grade level
- Requires students work at same pace
- Occurs according to schedule or calendar
- Bases progress on seat time
- Includes effort or attitude in final grade
Priest, N., Rudenstine, A., Weisstein, E., & Gerwin, C. (2012).
Making mastery work: A close-up view of competency education. Full Report. Nellie Mae Education Foundation.