一句话：报告在约450人软件构造课程中应用掌握学习与自动评分，以微测验提升概念掌握。
本文研究如何在大规模软件构造课程中实施掌握学习，以帮助学生识别并掌握基础概念，同时应对频繁评估带来的反馈与评分负担。作者在约450名学生的二年级课程中划分23个主题，为每个主题提供书面或口头测验，并允许学生反复评估直至通过；同时开发了测验自动评分、分析、可视化与反馈系统。学期内共实施超过1.2万次测验。结果表明，学生对基础与高级概念的掌握优于以往学期；由于同时引入视频与掌握学习，难以完全隔离归因，但评估结果暗示可重复微测验对提升有重要作用，自动评分与数据收集也带来持久的教学洞见。
Mastery Learning involves delineating learning units and assessing each unit individually and repeatedly until a student obtains success. Mastery Learning has been shown to help students better identify and grasp fundamental concepts. We applied Mastery Learning in a second-year software construction course with roughly 450 students. We delineated 23 topics, and administered either a written or verbal quiz to assess each topic. We built a quiz auto-grading, analysis, visualization, and feedback system to help cope with the scale of the class. By the end of the semester we had administered over 12K quizzes. We found evidence that students grasped both fundamental concepts and advanced concepts better than in prior semesters. Because we made two changes at once (introducing videos and Mastery Learning) it is difficult to isolate whether the Mastery Learning Approach was solely responsible, but assessment results suggest that the repeatable micro-quizzes were instrumental in these gains. Auto-grading and extensive data collection allowed a depth of analysis that afforded us invaluable and lasting pedagogical insights.