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Instructional strategy and educational philosophy
Mastery learning (or, as it was initially called, "learning for mastery"; also known as "mastery based learning") is an instructional strategy and educational philosophy, first formally proposed by Benjamin Bloom in 1968. Its effectiveness is influenced by the subject being taught, whether testing is designed locally or nationally, course pace and the amount of feedback provided to students. As an added advantage, Mastery Learning was also thought to create more positive interest and attitude towards the subject learned if compared with usual classroom methods.

In the 1920s there were at least two attempts to produce mastery in students' learning: the Winnetka Plan, by Carleton Washburne and associates, and another approach by Henry C. Morrison, at the University of Chicago Laboratory School. Both these projects provided school situations where mastery of particular learning tasks rather than time spent was the central theme. While these ideas were popular for a while, they faded due primarily to the lack of technologies that could sustain a successful implementation. Several studies show that majority of students can achieve mastery in a learning task, but the time that they need to spend on is different. Bloom argues that there are 1 to 5 percent of students who have special talent for learning a subject (especially music and foreign languages) and there are also around five percent of students who have special disability for learning a subject. For other 90% of students, aptitude is merely an indicator of the rate of learning. Additionally, Bloom argues that aptitude for a learning task is not constant and can be changed by environmental conditions or learning experience at school or home.

Affective outcomes of mastery are mainly related to the sense of self efficacy and confidence in the learners. Bloom argues that when the society (through education system) recognizes a learner's mastery, profound changes happen in his or her view of self and the outer world. The learner would start believing that he or she is able to adequately cope with problems, would have higher motivation for learning the subject in a higher level of expertise, and would have a better mental state due to less feeling of frustration. Finally, it is argued that in a modern society that lifelong learning is a necessity, mastery learning can develop a lifelong interest and motivation in learning. A love of reading was not promoted. Students rarely read books or stories. Student failure was an aspect of the program design. 80% was required on 80% of the test to pass. This resulted in huge retention levels. Ultimately, the program was not practical to implement. The value of having all children achieve mastery brings into question our general view of success. If the goal of education became having children become experts, grades would become much less varied. That is, you would theoretically have a high school graduating class all with grades above 90%. Universities would have to make selections from a pool of applicants with similar grades, how would admission requirements have to change to account for uniform ratings of intelligence? Would time it took to reach mastery become a new measure of success? These questions about the wider implications of mastery as a new standard raise discussion about its actual value. The approach designed by Northwestern investigators is currently in use at other health care institutions and medical schools throughout the US and the world. In 2012, Jonathan Bergmann and Aaron Sams published the book Flip Your Classroom, Reach Every Student in Every Class Every Day. The second half of the book was dedicated to how to implement what they called the Flipped Mastery Model. They merged mastery learning with flipped learning and saw significant results. The book has spurred many teachers across the world to adopt the Flipped Mastery approach. Bergmann and Sams show that the logistical problems associated with setting up a mastery learning program are now solved by technology. If teachers have to deliver direct instruction, this can be time shifted with either an instructional video or a flipped reading assignment. The issue of multiple assessments is also solved by programs that allow for testing to be much more seamless and less burdensome. Jonathan Bergmann extended Mastery Learning in the publication of (ASCD, 2023).