[ARCHIVED] Mastery Paths by topic not score?

[martin_brown]

I want to set an MCQ test at the beginning of a Biology course to assess the strengths and weaknesses of the students in Physics, Chemistry and Physiology, triage them, then set different activities for students in their area/s of weakness.

Can Mastery Paths be applied by topic rather than by score? That is, can I set 5 questions on Physics, 5 questions on Chemistry and 5 questions on Physiology and then set additional work for students by subject?

[martin_brown]

Universities are removing the need for pre-requisites, so student cohorts increasingly have very different background knowledge. We want to test students at commencement of a course to establish their strengths and weaknesses and provide supplementary content so all students are brought up to a common basic understanding.

For example, we want to set an MCQ test at the beginning of a Biology course to assess the strengths and weaknesses of the students in Physics, Chemistry and Physiology, then provide different supplementary activities for each area. Could Mastery Paths be applied by topic rather than just by score? That is, could we set 5 questions on Physics, 5 questions on Chemistry and 5 questions on Physiology and then set additional work for students who are weak in one or more of these areas?

This type of 'triage' would be incredibly valuable.