Jeannine,
Exactly! Although some believe the extra time putting a pretest together is not worth the effort, I would disagree. The pretest doesn't have to be comprehensive or lengthly, just sort of a "toe in the water" to see where the students as a whole are at. One way to approach it is to take the key learning objectives as the basis for the questions. A variation is to take one or two key objectives that are essential to the course and assess a number of questions based on a single objective. Almost any way you slice it, the results will invariably be helpful.
Barry Westling
A pretest can help you to learn which students might need additional help or be given additional resources to turn too for help. The pretest will help you, as the instructor, to develop other learning aids for your students.
Nancy,
Great! Once an activity (such as doing pretests) proves itself useful, most instructors are going to repeat it. Through continued use, improvements can be made, and over time, the activity becomes even stronger as a tool to use.
Barry Westling
I use many pretests. Love them. It helps me determine what subject materials I will need to focus on in my class.
Deepika,
This is one possible use of pretesting, especially if it makes sense for you. For me, I use pretesting mostly when I'm unfamiliar with my students prior knowledge (usually at the beginning of a term), and will pretest to determine what emphasis is (or is not) needed for this class, at this time, for these specfic students.
Barry Westling
Pre test helps you looks the mistakes previously made, which can be improved each time. It is important to take pre test to also see where any individual stands.
Jodie,
I use the pretest alsmost exclusively when I'm unfamiliar with my students level of prio knowledge about a topic. Usually, this would be near the beginning of a new term, but whenever I use it, I get a sense of where emphasis will (or will not) be needed in order to reach these students, in this class, at this time (which may be different from all other past times).
Barry Westling
They help you to be able to focus in more on specific topics of misunderstandings the students may be having and detail those subjects more.
Kelsey,
Also, pretests can help guage where the teacher wants special emphasis, even if it's at the expense of lesser time spent on less important topics. Got to stick to what is essential. Once that's achieved, then if there is time, other information can be given.
Barry Westling
Pretesting can give a jumping off point. You have an idea of what knowledge your students already have or something you may need to review before moving forward.
Lynn,
Great! I think that's the main reasons most teachers use pretesting. Fine tuning a class to meet the needs of those particular students is not an easy task, but pretesting can aid the teacher by making more rational choices regarding emphasis better than some other more subjective decisions.
Barry Westling
I love to use pretest for instructional planning in my class. It helps determine what subject matters I need to focus on with the class.
Michael,
Good idea. Removing the pressure of testing will help set the tone for future tests that will require "individual performance".
Barry Westling
Teaching a mid level course, I have always used a pretest to summorize the previous required courses. I let them do the pretest as a group activity that allowes them to recall information as a group, without putting pressure on the student to try and recall something that "may be on the tip of his tongue"
James,
I use pretesting when I need to learn what level my students are at and what I may need to adjust to put the emphasis where it will do the most good.
Barry Westling
Using a pretest will guide you on the need your class has.
Dale,
Right on all three points! In fact, a good way to design a pretest is to use the course objectives as a guide. The last point is important too. Students can get extemely motimated by redoing a pretest (I guess it would be a post-test) at the end of the course to see their improvement. That's been my experience.
Barry Westling
As this is not a technique currently used in my class I find the concept very interesting. It would seem to highlight a couple of key points:
Guaging the student expierence level being one. The other that sparks my interest is in designing a pretest closely resembling the course content; asking the students their own experience on individual topics that the course will cover. In essence, giving the students more insight into the course than what the syllabus may list. Then perhaps at the end of the course return the pre-test to the students so they can guage the value of the education they received.
Steven,
Pretesting is really for the teacher to know what prior knowledge the students arrive with. It's a planning tool on where to make adjustments. Getting to know your students is a great thing too, but a bit different from the purpose of the pretest. Both activities are great, I'm just saying they're different activities with different purposes. If these were tools, we'd have a saw and a hammer. Both are tools, but with quite different purposes. But both extremely useful in building something. Just like we want to build something in class - increased learning!
Barry Westling
I agree. I also do a pretest in my classes, which let me know how much knowledge my students have in a particular course. But I also like to get to know more about the student's interests and prior experiences. When talking with the class, I remember which student did what as a former profession and past experience, and I can call on those students to add to the discussion. Students enjoy being able to share what they already know and have experienced with the class. I also like to ask what brought them to their current career choice and where they see themselves in five years.
