Abstract
This article describes the theory and instructional process known as mastery learning. Two defining and essential elements of mastery learning are outlined: (a) the feedback, correctives, and enrichment; and (b) congruence among instructional components, or alignment. The results of research studies on the effects of mastery learning on student learning outcomes are described and several common misinterpretations of mastery learning are clarified. Evidence is presented to show that while implementing mastery learning does not require drastic alterations in most teachers' instructional procedures, careful attention to its essential elements allows teachers at all levels to make great strides toward the goal of excellent-learning for all children.
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