Most students hate tests. Giving a test before they have "had a chance to study" instills fear into most students. How do we get around this and make the Pretest unstressfull?

We all have "ah-ha" moments in life. They may come when we least expect it. When a guest speaker is brought in to class or the class takes a trip to see their field in action it can bring on "ah-ha" moments for the students. When they see someone that is doing what they want to do or witness what they hope to do it can help them dream a little bit about how they are going to be when they enter their field. Field trips and guest speakers really help in opening the students mind in a different way then just hearing a lecture. A guest speaker may only get through to one student but it may be enough to change that person's future!

I love field trips and guest speakers. I have had a problem in the past because I teach a college level computer aided drafting course which is all on the computer and has a lot of lab time. All that said, I'm curious as to a way to incorporate a field trip or guest speaker into a class like this, especially a field trip. Any thoughts?

As an instructor I belive and evaluation should be done twice a month. After the first two weeks the students need to have an idea of how they are doing in the course, and that will determine if tutorting is needed, and at the end of the last two weeks the student will see how he/she has improved.

Is Ec good on each exam?

How to find time to add a pretest?

Book knowledge or work experience?

Sharing information that is sensitive material.

When I first began teaching my Anatomy and Physiology course, the previous instructor gave two very long exams with multiple choice, true/false and matching questions at midterm and final along with diagrams (100 multiple choice plus 20 matching and 20 True/False questions plus 10 diagrams to be finished in 2 hours). When the students would see their tests, they would panic and protested that the tests were too difficult. Over the past years, I experimented with different test content and also with different testing interims. Instead of 2 exams of 8 chapters each, I now have 6 Unit tests covering 2-3 chapters each. I took out most of the diagram content to use for daily quizzes throughout the course instead of dumping so many at once. Frankly, the overall scores earned by the students were not very different no matter what manipulations I did to size and frequency of the tests--but the change in morale was unbelieveably positive. The work is a little harder for myself, but good organization has been the key of keeping everything on task. After 8 years, I have finally gotten a workable formula for testing that works well for the content and pace of the class. My organization extends to the Course Agenda--my students know from the first day which content will be on each quiz and what chapters are included in each test. I also added tutoring sessions to help the struggling student. Tutoring can include study and test-taking skills, time management, or course content. My students realize that it's hard work to master A&P, but they also appreciate the resources in place to help them if they feel overwhelmed. I feel fortunate that our campus encourages the investment of time and effort we make for our students.

Extra credit is usually given for students whom are trting very hard to succeed in the class but may be having a difficult time with the course work.

Pretest are giving before students enter into the ptogram. But the test are so simple that alot of the students can pass it, and still not have a clue in the classrooms.

Powerpoints can be effective in teaching and learning if they are presented well.

Being organizedand prepared when you come into the classroom is very important. Students can tell if you are prepared or even motivated.

Always good idea to have guess speakers to give students more than one perspective of careers

Rather than give a pretest to students in a course where new students may be entering, I usually ask each new student to introduce themselves and whether they have any medical background. This way I have a better understanding of each student's background and can read their facial expressions as to their understanding of the subject matter in most cases. After I assign the in-class activity, I always ask each student (new and seasoned) 'what questions do you have?' as some students may not want to ask questions during the lecture.

Make sure your student's are interested in what it is you are teaching.

It is really good to be prepared for class so your student's don't think you are not prepared

I believe the mmost important area of an assesment of students sucess is rapid feedback following any testing material It give the student information that can redrect them if necsssary or it can provide postive re-inforcement for work well done

I like to give little tests before the beginning of an instruction peroid to identfy the learning stype of the student. I will address all styles in my teaching plan. and the wide a veried style is effective for most learners.

I am a multi media instructor. I like to mix it up to keep the students attension. I do enjoy power point even though it has draw back such as wooing the students to sleep I never use power point after lunch.