Not sure where this goes: 

In Nuclear Navy training, if a student did poorly on an exam or practical, an "REMEDIAL" was issued.  This was in addition to the standard qual card, requiring a student to make up, re learn, recheck out or requalify on the items missed.  It required extra effort to maintain timing of the program requirements. This also happened with qualified operators at times. 

in civilian education, Some professors have given make up exams or second (even third) exams so that students could get good grades... and demonstrate knowledge or proficiency... wanting to be on the students… >>>

Although I would love to use more than multiple choice questions, in nursing education there is a certain perimeter of multiple choice questions that must be on the exam, essay types are not permitted.

in the military (nuclear navy) and qualification card was use to docuement knowleges and skill... if you could demonstrate knowledge, or perform this skill, you would get a signature on the qual card (similar to badging in the civilian education world). If not, you studied more, and were trained more, until you could pass the knowledge check or demostrate proficiency.

Think Forest Gump assembling his rifle.

If the institution is ABET accredited, having a new instructor complete ABET documetion, without any guidance, seems problematic with ongoing periodic trends. 

Part of IDCTE is to train teachers - specifically new teachers, and to certify them to some standard level. 

Orienting new teachers and assessing their capabilities should be the educational institutions responsibility, with IDCTE as a partner, which goes beyond the initial week of orientation.... Deans, department heads, program directors and whomever else should be part of the orientation and assessment team.  Mentors should be assigned.  A year long program of 1 semester observation, then 1 semester "student teaching" should be followed, with feedback to the new instruction.

1st year observation should not be the new instructor sitting in the… >>>

I never considered pre planning questions regarding concepts that the student should know versus waiting to end of class to see if concepts were ascertained

Being adaptable with technology use can enhance student learning and overall experience in the course 

Being flexible helps students stay engaged in the course material 

As a student with learning disabilities, I can attest to the fact that accommodations make a tremendous difference. I had a 2.7 in college and never completed with no accommodations in 2001 and when I returned to college in 2018 with accommodations I graduated with a 3.89.

ELL students simply have more stress to deal with then English-speaking students. Taking that into consideration in the planning stage and incorporating it into the program overall will help all the students with greater comprehension as well as taking a bit of the stress off the ELL students.