|
| Mastery Standards: The Fulcrum of Educational Decision Making |
| Sunday, May 26, 2024 |
| 12:30 PM–12:55 PM |
| Marriott Downtown, Level 5, Grand Ballroom Salon E |
| Area: EDC |
| Instruction Level: Intermediate |
| Chair: Clay M. Starlin (Worcester State University) |
| CE Instructor: Clay M. Starlin, Ed.D. |
| |
| Mastery Standards: The Fulcrum of Educational Decision Making |
| Domain: Applied Research |
| CLAY M. STARLIN (Worcester State University) |
| |
| Abstract: Families, educators, and other helping professions are interested in helping individuals master the skills that create competent citizens.
Performance always involves a number of responses and always occurs over time. Consequently, mastery standards are best defined by responses/unit of time (i.e., frequency).
Standard mastery frequency ranges will be shared based on over 50 years of single subject research. These standards are attained if persons are not hindered by developmental constraints – motor skill development in younger children, environmental constraints – lack of opportunity due to poverty or physiological constraints – disability.
Two acronyms summarize the critical elements and outcomes of mastery:
• Pace, Accuracy & Rhythm (PAR) represent the elements of mastery.
• Remembering, Application Mastery (RAM) emphasize the outcomes that result from masterful performance.
We will discuss decision criteria to use in determining when an individual is unlikely to independently achieve a mastery standard in a skill area and we: (a) pursue a prosthetic system (e.g., wheelchair) that helps a person achieve the mastery standard, (b) consider an alternative skill (e.g., speech to text vs. writing) or (c) consider an alternative performance criterion.
Participants will partake in a variety of simulations. Videos will be used to highlight various standards. Handout: mastery standard summaries. |
| |
| Target Audience: Familiar with rate of response (frequency) measures of behavior.
Some skill in writing behavioral objectives.
Familiar with graphic displays of frequency data. |
| Learning Objectives: 1. Write precise performance objectives using channel language and mastery standards.
2. Describe the 3 elements of mastery and the 2 outcomes derived from achieving mastery.
3. Explain the rationale for the educational vital signs.
4. Describe the 3 decision criteria used in considering an alternative to independent achievement of mastery. |
|
| |