While previous research has shown that assessments impact how students view the curriculum and influences what they learn and how they learn, the way that students approach their learning is also affected by aspects of the teaching and learning environment. Two different approaches adopted by students are mastery and performance goal orientation. Students with a performance goal orientation plan their approach to achieve a certain grade. This might be a high distinction or simply a pass but they do what has to be done to achieve this grade sometimes with little evaluation of what they have actually learnt. Conversely, mastery students seek to learn as much as possible, they strive to deeply understand the subject material and be able to apply it in different contexts. In this paper we explore the impact of a flipped instruction design and scaffolding to promote sustainable changes towards a mastery goal orientation
