Posttests allow for value assessments over the student's growth until the student graduates. Posttests work best for students taking a regular four-year course of study, since the test results would become invalid if the student transferred or temporarily withdrew from college and then returned to take six or more years of classes. (See Reference 1, paragraph 4.) Since most lesson programs provide the traditional four years worth of study, the posttest can determine whether students are advancing in their chosen field.
Posttesting can be easily scored based on the previously taught lesson plans. (See Reference 1, paragraph 5.) Another advantage is that posttesting can be easily analyzed by way of comparing the results from other test groups. This procedure allows for the development of statistical reports to chart the growth or lack thereof concerning particular fields of study and the modification of class programs. (See Reference 1, paragraph 6.)
Creating an effective posttest can become difficult and the results meaningless if little effort is taken in developing a comprehensive pretest. If the pretest is too basic, all additional learning made by the student could be seen as positive growth without truly showing if the student gained the adequate knowledge. (See Reference 1, paragraph 8.) Also, posttesting will not offer any useful information if the student knows nothing concerning the program topic when enrolling in the course. (See Reference 1, paragraph 7.)
A posttest relies on an advanced structured curriculum. The course goals and objectives must be taught fully or the posttest cannot show that there has been any knowledge gained about the curriculum. The statistical procedures cannot demonstrate the causes of the student's scoring on the posttest. (See Reference 1, paragraph 9.)