Actively Modifying The Classroom Approach Using Pre Tests And Recurring Problems

Finding the right level of instruction is an exceptionally difficult task for new faculty. The gap between the podium and the seats is large. Student insecurity and reticence to offer honest and immediate feedback about their understanding coupled with faculty focus on content goals and course objectives can often lead to a disconnect between what is being presented and what the audience is capable of acquiring. As a result, students often contend that faculty members have forgotten what it is like to be learning something for the first time. Pre-tests and recurring problems are examples of tools that can be used to assess client (student) levels so as to tailor instruction to meet student needs. Samples of both skill and content pre-test results as well as examples of how classes were altered to adjust the level of instruction in response will be presented. As a follow-up to the pre-tests, results from the use of recurring problems in a class will be presented to demonstrate how these tools allow for continual re-evaluation of the difficulty level and course pacing. These tools can also be used to help students identify their own areas of difficulty and to promote individual addressing of key concerns.