To follow-up on last week’s Blog regarding Myomlab, I’ll comment on what I found to be a very successful application. I use a Pretest. That is, when introducing a new topic, I choose 6 to 10 introductory questions from Myomlab. These are usually multiple choice and perhaps a simple introductory problem. These problems are due via Myomlab prior to class. All I have to do is select the questions; the grading and posting are done automatically. I set-up a cutoff time a few minutes prior to class (I find student are often in the lab down the hall doing the problems at the last minute……what a surprise). With cumulative points on the pretests at 10 to 15% of the course grade, I find I get the attention of most students. However, a few words in class reminding students that the pretests are a part of the course that is an easy ‘A’ can be helpful.
The pretests can be a real aid in stimulating class interest and enhancing class participation. Pretests are a win-win. Students are more involved, your classes are more interesting, students are learning more, and your class evaluations go up.
I think you and your students will like Pretests. Give them a try.
After Jay told me about his use of pre-tests, I decided to try them as well. The results were just amazing! All of a sudden, students were coming to class having read (at least lightly) the material in the chapters before my lectures. I randomized the questions out of the test bank, so each student had a somewhat different set of questions, in a different sequence. Not one student complained about the extra work.
I started using this idea a number of years ago based on a tip from “McKeachie’s Teaching Tips”. I almost abandoned it, because when I first started I had to use note cards to implement the idea. However, when I adopted a electronic homework management system, it became much easier to do and actually provided greater functionality because I could use it to help customize my lectures.
Since I am just looking to gauge reading comprehension (read whether they opened and read their book) I mostly use 10 True-False questions in a timed format. I provide full credit for any student who scores more than 7 out of 10. But the key to my success with this has been the ability to quickly determine what areas for the chapter the student has had the most problem with and emphasize those areas during my lectures.
Great tip.