Work

The promise of mastery-based testing for promoting student engagement, self-regulated learning, and performance in gateway STEM courses

Year: 2025

Type: article

Abstract: Decades of research show that tests, beyond assessing student knowledge, are powerful tools to promote learning, though they can also cause stress and disengagement. To utilize tests to encourage and motivate students, we implemented a mastery-based testing system in a large-enrollment general chemistry course (N = 234), allowing students to take three versions of each unit test, studying in between to increase their mastery of the content. Students took advantage of the mastery grading system when they struggled with unit tests, averaging six total repeated attempts. This level of repeated testing was associated with a 60% increase in students' use of study resources over the duration of the course, and a five-point overall increase in final exam scores (11 points for first-generation college students). This research suggests that mastery-based testing systems can leverage the benefits of test-enhanced learning while also providing motivation and structure to support students’ self-regulation.

Source: Computers & Education

DOI: 10.1016/j.compedu.2025.105387

Authors: Michael W. Asher, Joshua D. Hartman, Mark Blaser, Jack F. Eichler, Paulo F. Carvalho

Institutions: Carnegie Mellon University, University of California, Riverside, Shasta College

Language: English

Topic: Student Assessment and Feedback

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $5,190