ABSTRACT
Planning for mastery also means planning to determine how mastery will be assessed. True formative assessments provide teachers useful information about the depth of a student’s understanding of a specific concept. Teachers in some schools may perceive that they do not have sufficient time to pursue depth. In objective-driven lessons, teachers are constantly focused on what they want students to learn and how they want students to demonstrate they have learned it. Teachers and leaders have worked to minimize transition times and eliminate the time students spend waiting for instruction to commence. Teachers eagerly use minutes at the end of the period to check to ensure that students have mastered the objective taught. Teachers considered the prior knowledge, backgrounds, and interests of their students. They considered the vocabulary students might have previously mastered and the vocabulary students were less likely to know well.
