Hi Robert:
It may also reveal where students are not at the sme level anf therefore, where more emphasis is needed.
Regards, Barry
It definitely shows me where students are in regards to content and helps me to bring everyone up to nearly the same level.
I have found that students are better able to understand what parts of the material are important and that it helps them focus to be more successful on the real assessments of the material.
This will give you a baseline as to where the class falls in there educational backround. Some will be ahead and others slightly behind, but it will allow you to measure the median, and plan classtime accordingly for all aptitudes.
At the start of a new class, i take a few minutes to conduct a pretest of the course material, after reviewing the test to find a common ground. I then use this information to taylor the class material to this group of students.
The pretest will help me gauge the academic level at which the students are at. I will be able adjust my vocabulary, course materials and delivery methods to reach the majority of the group I will be delivering the materials to.
Hi Jennifer:
Yes, pretesting provides for preplanning or adjustment for emphasis where it can benefit the students the best.
Regards, Barry
Hi Edward:
Pretests are helpful, but I think they're not fully applicable in every setting - one that you've described, for instance. You could assess just one or two essential or key areas to get a general idea, although I understand eraly on may not too effective. Still, it might help you plan better if you had some idea where to put more emphasis.
Regards, Barry
I am a graphic design instructor. Pretests may measure the knowledge of my students in only one of many areas. For example, if I pretest for computer skills, I must also pretest for actual knowledge and skills of design principles.
Graphic deaisn is subjective and not an easy skill to determine early in the educational process. I may get some insight into one area of their existing knowledge base, but that isn't the entire package.
It will help the instructor understand what information the student already has and or what the student has learned from previous classes. The instructor will then be able to guide the class in the right direction. The instructor might have to do a bit of review or the instructor will be able to move on to new information. It overall lets the instructor know if the student has the knowledge to learn and understand new material.
Hi Richard:
I'll stick to the benefits. Pretesting may show generally where more emphasis is need (or less), thus saving time and making the overall class more meaningful. It's a great planning tool for the teacher.
Regards, Barry
Hi Katheryn:
Concur. Really, whre emphasis is or is not needed can be determined by pretesting. And it helps adjust the curriculum to "best fit" for a given class.
Regards, Barry
Hi Patrick:
Concur. Adjustments to place more emphasis where the class as a whole needs it, and less emphasis where it is not saves time, makes the class more meaningful and interesting, and perhaps contributes to improved student learning outcomes.
Regards, Barry
Pretests are great. I like to use them to understand their skill set. To see what I need to focus on.
It lets you know what type of learning skills the student has experienced.
I also utilize reviews and pre-testing for evaluation of the student's progression. I think this is a good tool to use for the sake of confidence and knowing that moving forward the students can have a base in which to try and work harder to be more successful in future tests or objectives.
pretesting, especially for upper level classes, is a good idea because it gives you a gauge of what the students already know and what material needs to be reviewed to help them understand new material.
Pretests can be invaluable. It helps the instructor know where his students are in respect to what he wants to accomplish in theis section or chapter.
Once you understand a student's baseline of knowledge you can tailor the lesson plan to bring them along in the quickest possible way.
Pretests, it seems to me are valuable provided there is near unanimous response. Otherwise, you once again deal with today difficulty of a lack of basic public education K-12. I fear I might be inclined to use pre-tests to justify the status-quo which lacks challenge or reward. In other words, I teach to the common majority leaving the less fortunate struggling and the more fortunate bored; this I fear is what is wrong generally with the government interfering the the goals of education generally and goals of specific test outcomes specifically.
