Developing a mastery learning interpretation of learner performance

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dc.date.accessioned 2004-05-26 en
dc.date.accessioned 2024-11-29T10:32:06Z
dc.date.available 2024-11-29T10:32:06Z
dc.date.issued 2015-08-25 en
dc.identifier.uri http://hdl.handle.net/20.500.11910/7788
dc.description Paper presented at the 29th Annual Conference of the IAEA, Manchester, 5-6 October en
dc.description.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. en
dc.format.medium Intranet en
dc.subject GRADE 3 en
dc.subject LEARNER PERFORMANCE en
dc.subject LEARNER ASSESSMENT en
dc.subject READING ASSESSMENT en
dc.subject EVALUATION en
dc.title Developing a mastery learning interpretation of learner performance en
dc.type Conference or seminar paper en
dc.ProjectNumber N/A en
dc.BudgetYear 2003/04 en
dc.ResearchGroup Assessment Technology and Education Evaluation en
dc.ArchiveNumber 3020 en
dc.outputnumber 1336 en
dc.bibliographictitle Makgamatha, M.M. (2003) Developing a mastery learning interpretation of learner performance. (Paper presented at the 29th Annual Conference of the IAEA, Manchester, 5-6 October). http://hdl.handle.net/20.500.11910/7788 http://hdl.handle.net/20.500.11910/7788 http://hdl.handle.net/20.500.11910/7788 en
dc.publicationyear 2003 en
dc.contributor.author1 Makgamatha, M.M. en


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