The Mastery Learning Excellence Rubric is a framework designed to evaluate the implementation fidelity of a Mastery Learning Program in an educational setting.
It is designed to assesses schools across the seven essential components of a Mastery Learning Center of Excellence, spanning commitment, connectivity, coordination, capacity, context, content, and competencies.
The rubric differentiates between three levels of implementation: Emerging (introductory stage), Performing (consistent application), and Excelling (refined and optimized).
By utilizing specific indicators within each component, the rubric offers a gradated evaluation of a school’s progress towards becoming a Mastery Learning Center of Excellence.
1. Commitment
Excelling
- School leader provides visionary program leadership.
- Technologists deliver proactive program implementation.
- Teachers enjoy genuine program ownership.
Performing
- School leader provides active program advocacy.
- Technologists offer comprehensive program support.
- Teachers have voice in program implementation.
Emerging
- School leader has general program awareness.
- Technologists have initial engagement.
- Teachers experience basic program orientation.
2. Connectivity
Excelling
- Electricity supply is seamless.
- Connectivity is high-speed and uninterrupted.
- Devices distribution is optimal for mastery learning.
Performing
- Electricity supply is good with reliable backup resources.
- Connectivity is consistent with sufficient bandwidth.
- Devices availability and allocation is balanced.
Emerging
- Electricity supply is basic with tenuous backup resources.
- Connectivity is available, but intermittently unstable.
- Devices and access to the same are limited.
3. Coordination
Excelling
- Sequence is fully driven by a personalized knowledge map.
- School calendar adeptly accommodates mastery learning.
- Daily schedule provides high-flexibility for personalization.
Performing
- Sequence has traditional and knowledge map elements.
- School calendar appropriately supports mastery learning.
- Daily schedule provides good flexibility for personalization.
Emerging
- Sequence is traditional, except for adaptive solutions.
- School calendar offers limited scope for mastery learning.
- Daily schedule is unflexible, so mastery learning is rushed.
4. Capacity
Excelling
- Leaders share best practices with international educators.
- Technologists receive in-depth mastery program training.
- Teachers participate in global communities of practice.
Performing
- Leaders participate in mastery professional development.
- Technologists receive adequate mastery program training.
- Teachers receive ongoing professional development.
Emerging
- Leaders endorse school wide program orientation.
- Technologists receive basic mastery program training.
- Teachers receive basic program orientation.
5. Context
Excelling
- Whole group instruction is expertly differentiated.
- Small groups engage more-knowledgeable-other strategies.
- Independent learning is robust and highly-personalized.
Performing
- Whole group instruction is appropriately differentiated.
- Small groups instruction is leveled and targeted.
- Independent learning offers mastery learning time-on-task.
Emerging
- Whole group instruction offers initial differentiation.
- Small groups are ad hoc and procedural.
- Independent learning is minimal.
6. Content
Excelling
- Lessons have detailed plans oriented to mastery learning.
- Digital solutions are strategically incorporated.
- Home learning is family-driven and school supported.
Performing
- Lessons have effective inclusion of multimedia resources.
- Digital tools are curriculum-integrated and varied.
- Home learning offers digital play and family activities.
Emerging
- Lessons have basic inclusion of multimedia resources.
- Digital tools are adjacent, not curriculum-integrated.
- Home learning is traditional homework with digital play.
7. Competencies
Excelling
- Learner identity is not assessed but demonstrated.
- Formative testing is primarily for learner feedback.
- Summative tests have no standardized components.
Performing
- Learner identity prioritization is experimental.
- Formative testing is both digitally adaptive and tutor-led.
- Summative tests are proficiency-driven and standardized.
Emerging
- Learner identity is not a priority in competency testing.
- Formative testing offers basic modification on summative.
- Summative tests are proficiency-driven and standardized.
