Learning for mastery¶
Bloom, B. S. (1968). Learning for mastery. Evaluation Comment, 1(2).
Cited by¶
2 citations across 2 artifacts.
Each citation links to the sentence it supports in the citing article.
Primes¶
- Mastery Learning
- The following high-school algebra curriculum scenario realizes the mastery-learning architecture Bloom (1968) originally proposed.
This sourceFoundational statement of mastery learning: most learners can achieve high competence given appropriate instructional time and support — operationalized through diagnostic feedback and corrective procedures aligned with each learner's ZPD.
- The following high-school algebra curriculum scenario realizes the mastery-learning architecture Bloom (1968) originally proposed.
- Zone of Proximal Development (ZPD)
- By distinguishing performance under support from independent performance, the framework clarifies the otherwise opaque question of when scaffolding should fade — a key operational decision in intelligent tutoring and apprenticeship design.
This sourceFoundational statement of mastery learning: most learners can achieve high competence given appropriate instructional time and support — operationalized through diagnostic feedback and corrective procedures aligned with each learner's ZPD.
- By distinguishing performance under support from independent performance, the framework clarifies the otherwise opaque question of when scaffolding should fade — a key operational decision in intelligent tutoring and apprenticeship design.
Verification¶
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