The expertise reversal effect occurs when a learning procedure that is effective for novices becomes ineffective for more knowledgeable learners. The authors consider how to match instructional presentations to levels of learner knowledge. Experiments 1-2 were designed to develop a schema-based rapid method of measuring learners' knowledge in a specific area. Experimental data using algebra and geometry materials for students in Grades 9-10 indicated a highly significant correlation (up to .92) between performance on the rapid measure and traditional measures of knowledge, with test times reduced by factors of 4.9 and 2.5, respectively. Experiments 3-4 used this method to monitor learners' cognitive performance to determine which instructional design should be used for given levels of expertise.