254: Shifting the focus from high-stakes testing to modular mastery in Introductory Chemistry

Abstract: This redesign transforms a traditional Introductory Chemistry course; previously structured around passive lectures and three high-stakes exams; into a mastery learning framework. The traditional model often allows students to progress with significant knowledge gaps, as a passing grade can be achieved despite failing specific core competencies. To address this, the course was deconstructed into 10 discrete modular units, each culminating in a targeted quiz. Under the new “Mastery” requirement, students must demonstrate a proficiency of 80% on each quiz. This allows for immediate identification of misconceptions in fundamental areas and the 80% threshold ensures a robust foundation. Students are provided with multiple attempts for each quiz (using algorithmic variations), reframing failure as a learning tool rather than a final judgement. Classroom time is shifted from content delivery to problem-solving workshops, often using POGIL, designed to bridge the gap between initial study and mastery-level performance. Preliminary results suggest that while the mastery model requires higher student accountability, it increases student success in the subsequent course, General Chemistry I. By shifting the focus from “earning points” to “learning concepts”, this redesign fosters greater student persistence and ensures that every student who successfully completes the course possesses the requisite skills for success in future chemistry courses.