Page 98 - The Creative Training Idea Book Inspired Tips and Techniques for Engaging and Effective Learning

lucas chap 03 11/20/02 11:46 AM Page 87
Pretests Setting the Stage for Learning 87
Using a pretest based on the session topic can help determine current knowledge levels
of your participants. They can also help participants recognize what they do not know
about a topic. This latter point is important in helping to potentially open their minds
to the learning experience. The format of your pretests can be true–false, multiple-
choice, fill in the blank, or essay; however, you should limit the length to fewer than
20 questions (fewer than 10, if open-ended essay type questions are used). The reason
for this is that many people find that time is a precious commodity and will procrasti-
nate or ignore a complex pretest, or one that is unduly long.
Some people dislike tests or have test anxiety (stress that leads to poor test perform-
ance), so I often create pretests in the form of crossword or word search puzzles (similar
to the one you experienced in Chapter 2). Such puzzles introduce session concepts and
terms while gathering information about learner knowledge in a fun format. They also
help subconsciously set their expectation that the upcoming training session will be dif-
ferent and fun, thus raising anticipation. Puzzles are also quick and easy to grade.
One practice that I have found effective when using pretests is to work with the high-
est level of management possible in distributing the documents. I often request that the
CEO or other executive officer send out a memorandum to attendees stressing the im-
portance of the training and directing them to complete and return the pretest. Other-
wise, the tests often get put aside and forgotten. Using incentives is also an effective
strategy. I sometimes provide small gifts at the beginning of training sessions to partic-
ipants who returned the pretests. This again raises expectations for the program while
rewarding positive behavior. Such action often leads to enhanced participation during
the program.

I touch the future; I teach.
—Christa McAuliffe
Teacher/NASA Astronaut

PUTTING YOUR BRAIN TO WORK: ACTIVITY
What other techniques have you used or seen to gather pre-session data?

How are such techniques helpful in preparing participants for learning?

What drawbacks, if any, can you think of to using pre-session assessments?

How can such drawbacks be overcome?