A method of constructing and teaching a curriculum to a student which includes primary course components and buckets of test questions which are mapped to at least one of the primary course components. A student takes the course and completes a primary review exercise which includes selected test questions. The exercise is scored according to pre-determined thresholds to determine whether the student passes or fails the curriculum, or begins the Adaptive eLearning Process. If the student enters the Adaptive eLearning Process, the student receives automatically generated content-based Adaptive eLearning Components based upon the primary course components which are mapped to the questions which the student missed. These components may be personalized by the instructor. The student studies the Adaptive eLearning Components at pre-determined intervals prior to completing the Adaptive Component Review Exercise. The Adaptive eLearning Review Exercise tests the student on all primary course components which were mapped to the student's missed questions. The exercise includes questions from the same buckets as the student's missed questions as well as other buckets which are also mapped to those primary course components. The student's performance on the Adaptive Component Review Exercise is scored relative to pre-determined thresholds. Based on the student's accurately answered percentage score, the student will either pass the curriculum or continue the Adaptive eLearning Process. If they do not pass, then a new Adaptive eLearning Component is generated based on the questions they missed. In this way, the student continues studying and learning from the Adaptive eLearning Components until they pass the Review Exercise. If the failing and passing thresholds are set to 0 and 100, respectively, then each student will continue studying Adaptive eLearning Components until they have scored 100% on the questions covering all of the material. In this way, each student will master all of the concepts.
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