Developing a mastery learning interpretation of learner performance

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dc.date.accessioned	2004-05-26	en
dc.date.accessioned	2023-08-14T22:05:12Z
dc.date.available	2023-08-14T22:05:12Z
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.URL	http://ktree.hsrc.ac.za/doc_read_all.php?docid=8898	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	en
dc.publicationyear	2003	en
dc.contributor.author1	Makgamatha, M.M.	en