Applying Mastery Learning to Instructional Design: Part 2

By Robert Cooperman, Training Academy Program Director, Ohio Office of Budget and Management

Having looked briefly at the application of mastery learning using the ADDIE model— specifically the “A” (http://trainingmag.com/content/applying-mastery-learning-instructional-design-part-1), it is time to transition into the Design phase and to review a tool called the Table of Specifications. Commonly used in K-12 education, the Table of Specifications assists in the development of learning objectives and helps answer the question, “What are learners expected to do with their knowledge” (in addition to “what will they learn?”)? It forces training designers to be specific in determining learning objectives and—more importantly in terms of the adult business world—applying those objectives to work tasks. Using a Table of Specifications in a mastery learning program is precedented; using it in the context of adult learners seems less documented. However, without such a tool to ensure precision in instruction, mastery learning in the adult world will be much less successful.

The Table of Specifications is, more or less, a chart with a series of columns representing, from left to right, ascending levels of learning. As one moves to the columns on the right, one finds more advanced cognitive skills being exemplified. The Table itself is used for a particular topic of instruction; presumably a new Table is used for every new topic. The instructor fills in each column with the goal of determining not only what the learner should learn but what he or she needs to do with that learning. The Table of Specifications below is a reproduction of a template in Thomas R. Guskey’s "Implementing Mastery Learning" (1997).

The columns in the Table of Specifications from Guskey are as follows.

I. KNOWLEDGE SECTIONS: Represent fairly simple yet important concepts that lay the groundwork for the more difficult “ability” sections.

Knowledge of Terms: Words, phrases, expressions, or symbols the learner must know. In the K-12 world, it might be a mathematical term such as “hypotenuse” or a political science term such as “democracy” that would be found in this column. For the adult learning world (as well as the specifics of an organization’s culture and/or business practices) we might add acronyms, institutional jargon, and other business-related phrases to the list.

Knowledge of Facts: Details important in their own right or essential for other kinds of learning. K-12 students for example, may be required to memorize that December 7, 1941, was the date of the attack on Pearl Harbor. In the adult learning world, it may be facts about company history (for an onboarding course) or that a transaction will not post without first being budget checked (for a functional training within a particular application) that are included.

Knowledge of Rules and Principles: Patterns or schemes used to organize a subject’s major ideas. An example from the K-12 world would be Newton’s First Law of Motion; in the adult learning world it might be the rules governing a budget check or for determining the proper invoice date. Rules and principles are more difficult to learn than terms or facts.

Knowledge of Processes and Procedures: The specific steps, usually in sequence, for a particular process. In the K-12 world it might be the series of events by which an act becomes a law. I would argue that in the adult learning world, the step-by-step, particularly as it relates to functional/technical training, takes a predominant role. Therefore, this column may be the most detailed while the others are relatively sparse. It all depends on the topic and the expected learning outcomes of that topic.

II. ABILITY SECTIONS: These abilities tend to be more cognitively complex than those items designated as “knowledge.” It is important that the Table of Specifications detail exactly the skills and outcomes of using any of these abilities.

Ability to Make Translations: The ability to express one of the sections above (the “knowledge section”) in a new way. The common K-12 version of this is “put it in your own words.” In the adult world, this ability may be used to ensure the understanding or application of an important organizational policy or a translation of company culture.

Ability to Make Applications: The ability to use one of the “knowledge section” items to solve problems in new situations. This is not, however, simply the substitution of new data. Rather, it is the substitution of a new context. For adult learners, the ability to apply knowledge in this fashion may help identify those ready for advanced or managerial duties.

Ability to Analyze and Synthesize: Considered the most complex of all abilities, they are the ability to breakdown concepts into parts (analysis) or to put together elements to create a meaningful pattern (synthesis). In the adult classroom, the organizational business needs—which may translate into specific personnel hiring requirements—would dictate how and when these abilities would be prized.

Guskey acknowledges that teachers, once versed in the use of the Table of Specifications, often will adapt it to “better suit their teaching style and the needs of their students” (42). So, too, should trainers in the adult learning arena. Adaptations can range from adding columns, deleting columns, or combining columns; sometimes they involve changing the structure of the Table entirely. The point is that the look and feel of the Table of Specifications may vary, but its underlying purpose should not.

Once the Table of Specifications is complete (and appropriately detailed), a determination should be made as to which elements on the Table are considered the most essential. This process, known as valuing, will allow for the development of formative assessments and ensure that only the most vital elements are tested and, if necessary, practiced. A careful review of the Table’s contents also may alert designers to a topic that is too detailed or unwieldy. It is important that considerable time is allotted to the development of the Table of Specifications, as it creates the foundation of the course to be developed.

The next article will continue to study the design and development process from a mastery learning perspective.

Robert Cooperman is the Training Academy Program director, Ohio Office of Budget and Management.