A multi-stage pre/post testing scheme is developed to gauge course effectiveness using gain and loss components of normalized change. The components, unlike normalized change itself, can be used to distinguish courses that promote acquisition as well as retention of information from courses that promote acquisition at the expense of retention or retention at the expense of acquisition. The technique is employed to study the effectiveness of a course in differential calculus taught using the studio method, a form of interactive engagement. (Contains 2 figures and 2 tables.)