Chapter Two: Mastery

          This chapter lays before its reader a rather complicated question, how can one decipher when a student has mastered a skill and when they have not? First one must ask what it means to have mastered a skill. While this question fields many different responses the general consensus is that mastery is evident when students can break apart the content and analyze its parts, a base knowledge is present but most importantly an underlying understanding of how the components work together and with other ideas is essential. Interlaced with this question of mastery is expression, for evidence of mastery to be valid a teacher must provide the appropriate opportunities for the knowledge to be expressed. A classroom that only provides multiple-choice exams will never provide an opportunity for a student to express their own personal understanding. While the method in which the assessment is delivered is important, so too are the amount of opportunities given. One example of mastery is often not enough to secure that a student possess the correct understanding. Multiply examples of a student’s skillset should be gathered to show a consistent and verifiable level of mastery.

            I really struggle when it comes to the assessment of students and the role I will play as evaluator. While I understand the interpretation of mastery that is outlined in this chapter I still feel the subjective nature of the situation is too strong. Having the skill of remaining unbiased and yet very conscious of distinguishing skill versus effort will be a challenge for me. While I imagine that time behind the desk will be one of the most effective modes of training my ability to assess I must remain aware of the issue and constantly be on the lookout for ways to better educate myself on the matter.