Pretesting students to improve teaching and learning

Scott Simkins and Stuart Allen

International Advances in Economic Research, 2000, vol. 6, issue 1, 100-112

Abstract: The focus of this paper is on developing ways to evaluate teaching performance on a regular basis as a means of improving teaching effectiveness and increasing student learning in the classroom. In particular, this paper shows how an instructor-developed pretest, when given at the start of an introductory economics course as part of a pre- and post-test strategy, can be used as a diagnostic and developmental tool for instructors to assess and improve teaching effectiveness. Evidence of students' deficiencies in basic economic and math or graphing skills has led to making changes in content and delivery to increase students' chances of success in the economics course. In addition, pre- and post-test results can be used to determine which economic concepts are being taught effectively and which areas need improvement. Copyright International Atlantic Economic Society 2000

Date: 2000
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DOI: 10.1007/BF02295755

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