Mastery Learning in a Large First-Year Mathematics Course

We report on a trial of competency-based assessment in a large first-year mathematics course at The University of Queensland. The course has historically exhibited high failure rates, typically around 30%, and enrols students with widely varying levels of prior mathematical preparation. Students with weaker backgrounds are particularly at risk of falling behind early in the semester. The intervention consisted of two low-stakes competency tests administered prior to the final examination. Test items were graded on a pass–fail basis, with a pass threshold of 80%. Question formats were announced in advance, and students were permitted multiple attempts. After unsuccessful attempts, students were able to review their work and receive guidance before resitting the test. The introduction of competency testing was associated with a substantial reduction in failure rates and improved performance among students identified as academically at risk. Students reported increased engagement with course material and earlier revision relative to previous offerings. In addition, cohorts exposed to the intervention performed better in a subsequent mathematics course. These findings suggest that competency-based assessment can provide an effective mechanism for supporting student learning in large first-year mathematics courses.