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Mastery Assignments Divide Questions Into

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How to see scores and results

To see the scores and results of assignments

You can access details about past assignments from the "Results" link at the top of your screen.

To see mastery and independent practice results

On your "Home" page, you will see how many topics you've mastered this year and all time. 

On the "Practice" page, a green star shows that you've mastered the topic in previous years. 

Please note that if you leave a class, you will lose access to your old assignment and quiz scores. You will not, however, lose any of your mastery data.

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How to see questions and answers

To see questions and answers from an assignment

You can access details about past assignments from the "Results" link at the top of your screen.

Click "View Answers" next to an assignment to see specific questions and answers, including the answers you submitted, whether they were right or wrong, and the correct answers.

To see questions and answers from practice

You can access details about past practice from the "Practice" link at the top of your screen.

To view the questions and answers submitted in Practice, click the topic, then click "History."

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Student Mastery Guide

This entry was posted on by Scottie Altland.


Student Mastery Definition

Mastery is the idea that you learn best incrementally, with one skill building on the next. In a mastery program, a student develops a thorough comprehension of one topic before moving on.

The mastery approach presents a given set of topics that repeat from level to level. Each time the material is revisited, more depth is added, linking new concepts to the learning that has already taken place.

Student Mastery Checklist

There are many ways to monitor a student’s progress to determine whether mastery has been achieved that elicit evidence of how well a student has mastered a particular concept or skill. A key component to any of these methods is to recognize that assessing mastery is an ongoing process, as opposed to just a final test or evaluation (Tweet this).

1) Observations

As parents and instructors, we continuously collect information about how a student is learning and interpreting information. Simultaneously, a student is constantly informing us through his questions, explanations, and written assignments. His body language and behavior tell us about his curiosity, enthusiasm, dislike, or confusion regarding his level of comfort with a particular subject or skill. These informal observations provide opportunities for instruction to be adjusted according to a student’s needs.

It also gives the student the ability to admit what he didn’t understand and openly seek help. When he is shown an alternate method, is given more time to practice, allowed a break, or simply offered the time to ask more questions, he will strengthen his understanding and progress toward mastery.

2) Informal Conversations

The conversations we have with students are also powerful tools for assessing mastery (Tweet this). When we listen to a student explain or “teach back” an idea or skill, we can gain a better sense of his progress.

Through these conversations, we can provide descriptive and constructive feedback to help him improve his work and understanding. These conversations should avoid comparisons with other students and be specific, timely, and encouraging to help clarify any misunderstandings of the topic or skill.

Asking questions that are focused on the task, rather than the student, can help foster confidence and reassurance. For example, questions such as, “Can you tell me more about that?”, “How would you set up this word problem?”, or “How did you arrive at your answer?” all invite a student to share and extend his thinking by requiring him to provide a clear explanation. In these moments we have the unique opportunity to reteach, refine, and help a student improve his understanding toward mastery.

The role of proficiency is also an important consideration in the mastery process. A student who has demonstrated a conceptual understanding but has not yet become proficient (in terms of automaticity) will eventually begin to struggle as he moves forward. For example, the inefficiency of a student who understands the concept of multiplication but has not committed basic facts to memory will impact future learning.

3) Projects

Long-term projects and real-life applications can encourage students to take responsibility for their own learning and successfully progress toward mastery. As we are directing our child’s education, we should take care that we have a good understanding of what concepts are needed for the project so that unrealistic expectations do not result in frustration on the part of the student.

Projects such as making a kite, creating a board game, cooking, woodworking, caring for animals, or raising a garden can provide deeper understanding of already-learned concepts and can serve to introduce new concepts. In these instances, valuing and monitoring the steps and processes that are taken toward developing the final product are essential for a student to move toward mastery.

While engaged in the project or task, a student may seek suggestions to improve or clarify information or skills. For example, a student who is working to create a sled kite may ask for support or validation of his methods when he is realizes he has to divide the width into equal fourths and the height into equal thirds. These moments of inquiry can be used to modify the activity or guide instruction to help the student achieve mastery.

It is important to keep in mind that all students are unique and, therefore, mastery may take a few days or a few months. Keep the focus on how a student learns best. Listen, observe, and provide meaningful feedback to help the student improve at his own pace. It is important to monitor and adjust instruction through observations and conversations at each stage of the learning process. Mastery requires practice, re-teaching, encouragement, and patience. When a student can enjoy and benefit from the journey of practice, he will learn to persevere during the learning process and achieve mastery.



About Scottie Altland

Scottie Altland is a certified elementary educator with specialties in math and curriculum development. Previously, Scottie taught grades 5-8 in public schools and worked for a local non-profit organization, offering families and students a broad range of family life education programs. As a mother of two, she enjoys spending time with her family, is an outdoor enthusiast, and continues to love teaching and learning. For the past year, Scottie has served as the Elementary Math Editor for Demme Learning.


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