<FONT face="Default Sans Serif,Verdana,Arial,Helvetica,sans-serif" size=2><DIV>Hi Marie,</DIV><DIV> </DIV><DIV>We normally do posttesting in a group setting to save instructor time and energy. One teacher has offered posttesting done at the same time she is giving pretesting when she does orientations. She will send out an invitation to her online students to come in at a certain time, and she has had some success with that setup. She does these on Saturdays. She also has her students make arrangements with the campus instructor to do posttesting for her.</DIV><DIV> </DIV><DIV>I ask dl students to come to campus during the face-to-face (f2f) week of posttesting and give them a list of locations and times for them to give flexibility. I do posttesting one week per month. By the end of the semester, many students have come to at least one of these sessions. I also try to get the student to stay for the entire three hours class period to encourage some personal interaction with the staff and other students as well as to ask questions in person.</DIV><DIV> </DIV><DIV>Because these students enter our program in group orienatations with the f2f students, the followup posttesting in group settings with other students is a natural process and seems to be a welcoming system. We also do go out of our way to accommodate students with individual posttesting. Some students are actually nervous about meeting in groups, and others have scheduling or transportation issues that we are willing to work around within reason.<BR></DIV><DIV>Thanks,</DIV><DIV> </DIV><DIV>Tina</DIV><DIV> </DIV><DIV>Tina Luffman<BR>Coordinator, Developmental Education<BR>Verde Valley Campus<BR>928-634-6544<BR><A href="mailto:tina_luffman@yc.edu" target=blank>tina_luffman@yc.edu</A><BR></DIV></FONT>