Overview:
Midwifery education requires a strong balance between theoretical knowledge and practical skills. Traditional assessment methods often fail to capture students' confidence and ability to apply clinical knowledge effectively. To address this, pre- and post-tests were introduced in the Normal Pregnancy course to evaluate students’ knowledge progression and self-assurance in pregnancy monitoring.

Aims and Objectives:
This study aims to improve the learning process in the Normal Pregnancy course by implementing pre- and post-tests to assess students' knowledge progression and confidence in pregnancy monitoring. The objective is to evaluate how well students develop key competencies, including interpreting test results, conducting examinations, and recognizing deviations in pregnancy.

Methods:
Over two academic years, a structured assessment approach was implemented using pre- and post-tests based on midwifery competency requirements and clinical tasks. The first year revealed that initial test questions were too broad and ineffective in measuring learning outcomes. In response, an interactive and reflective answering method was introduced in the second year to enhance engagement and align with experiential learning principles.

Results:
The refined approach allowed for a more accurate evaluation of students' knowledge and practical application. Findings indicate that future test questions should be context-based, practical, and structured to minimize redundant reassessment. Emphasis should be placed not only on theoretical knowledge but also on analytical thinking and clinical decision- making. The study highlights the need to further refine pre- and post-tests to better support critical thinking and reflective learning.

Conclusion:
This study supports the integration of interactive and experience-based learning methods in midwifery education. Grounded in Kolb’s experiential learning theory and Vygotsky’s socio-constructivist approach, the findings suggest that well-structured test questions and interactive teaching strategies significantly enhance learning outcomes. Future assessments should be developed to better align with evidence-based learning theories while remaining relevant to clinical midwifery practice.