Evaluating learning gains using mastery learning and alignment
DOI:
https://doi.org/10.71085/joclsi.05.01.97Keywords:
Differentiated instruction, Assessment, Instructional alignment, Critical features, Cognitive demandsAbstract
This study explains the value of the Interstate Teacher Assessment and Support Consortium (InTASC) dispositions by evaluating instructional alignment and its relationship to the learning gains of 32 students. Stanford Achievement Test (SAT) pre-and post-test percentile scores were used. The results were analyzed with a t-test and effect size. All instructors used aligned instruction and assessment with the same critical features (cognitive demands). A statistically significant mean difference of t(31)=4.66, p .001 and a Cohen’s d , Cohen (2013), of 0.82 were reported. The results indicate that using instructional alignment increased the likelihood that learning gains were attributable to these interventions. Results from this study can further the understanding of instructional alignment.
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The data will be available on a reasonable request to the corresponding author through email.
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Copyright (c) 2026 John J. Hobe, Nedra L. Cossa, Aslihan Unal, Timothy Hinchman (Author)
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