Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY

Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM NO.: IM-PROFED6-1STSEM-2021-2022

COLLEGE OF TEACHER EDUCATION

Bayombong Campus

DEGREE PROGRAM BSEd; BTLE; BPE COURSE NO. Professional Education 6

SPECIALIZATION A-E; B-C COURSE TITLE Assessment in Learning 1
YEAR LEVEL 3; 2; 3 TIME FRAME 3 Hrs. WK NO. 5 IM NO. 5

I. UNIT 1: INTRODUCTION TO THE COURSE

II. LESSON TITLE: DIAGNOSING LEARNING DIFFICULTIES AND STRENGTHS

III. LESSON OVERVIEW

Better understanding of the learners’ context is important in attaining learning. Teachers

therefore need to determine the students’ learning strengths, and more so of their learning weaknesses;
and hopefully be able to address them.

Moreover, teachers should not judge learners right away. Rather, they should do all means and/or
explore all possibilities to attain learning before giving judgment over the learners’ extent of achievement.

Therefore, it is expected that the students of this subject will appreciate being affective over their
future learners, and being able not only to teach the lessons but most importantly, to touch the learners’
lives.

IV. DESIRED LEARNING OUTCOMES

Given different cases of students with learning difficulties, the students must be able to:
1. explain possible reasons why students do not learn; and
2. propose actions to address learning difficulties.

V. LESSON CONTENT

DIAGNOSING LEARNING DIFFICULTIES AND STRENGTHS

Diagnosis is the analysis of the weaknesses and strengths of the learner’s achievement. It should
be a continuous part of on-going curriculum and teaching. It requires diagnostic checks to help determine
what the learners know and can understand, what skills they have, or what mental processes they have
mastered.
Reasons for conducting diagnosis of the learners:
1. The motivational syndrome of individual himself – his drives, his needs, perceptions, his concepts,
his expectations, and his aspirations – constitutes one of the primary bases for selection and
development of learning experiences in the school program.

2. The program of the school and the learning experiences selected for pupils at all levels must be
adapted to the maturity, capabilities, and abilities of the learner.

3. Evaluation of the pupil’s growth and development and the extent of his attainment of the behavioral
goals of education must take account of his own capacities, abilities, talents, and potentialities.

“In accordance with Section 185, Fair Use of Copyrighted Work of Republic Act 8293, the copyrighted works included in this material may be reproduced for educational purposes
only and not for commercial distribution,”
NVSU-FR-ICD-05-00 (081220) Page 1 of 3
 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM NO.: IM-PROFED6-1STSEM-2021-2022

As diagnosis is aimed to determine how well pupils have attained educational objectives, tools for
diagnosis are essentially needed. Some of these tools are:
• open-ended classroom interview
• open-ended questions and themes
• unfinished stories and incidents
• records of discussions
• recording of performance
• special assignments and exercises
• sociometric tests
• surveys
• diaries
• diagnostic test.

Roles played by diagnostic test in undertaking a diagnosis:

• analyze in detail the pupil’s capacity and performance
• identify strengths and weaknesses which may be used as a basis for guidance
• determine, particularly, the elements in a subject in which there are specific learning difficulties
• provide a means of discovering the causes of difficulties.

As a consequence of the diagnostic test, the extent of specific remedial and corrective instruction
which will be needed is made known.

Following are four essentials steps in diagnosis and remediation:

Step 1.

Determining which pupil is having learning difficulty. This can be done by:
a. Comparing the results of standardized achievement tests with the results of a scholastic aptitude test.
Lower achievement level than scholastic achievement level indicates the presence of difficulty.
b. Analyzing pupil’s scores on the sub tests of achievement batteries or by item clusters where each
cluster represents a specific objective or learning task.
c. Using informal classroom evaluation, such as rating scales, checklists, anecdotal records or other
observational devices.
d. Analyzing further learning difficulties including not only difficulties in basic skills and content, but also
other aspects of personal-social development.

Step 2.
Determining the specific nature of the learning difficulty. This is by conducting further diagnostics
tests, examining cumulative records, and other evaluative data.

Step 3.
Determining the factors causing the learning difficulty. Some factors may be:
a. improper teaching methods;
b. unsuitable curriculum emphasis; and
c. exceptionally complex course materials.

Causes of learning difficulties are multiple and complex and seldom can be fully determined by
the classroom teacher.

Extended study can be conducted through: special testing and observations, interview with the
pupil, possible home visits and referral to a specialist.

Step 4.
Applying remedial measures which may involve:
a. Simple review and re-teaching
“In accordance with Section 185, Fair Use of Copyrighted Work of Republic Act 8293, the copyrighted works included in this material may be reproduced for educational purposes
only and not for commercial distribution,”
NVSU-FR-ICD-05-00 (081220) Page 2 of 3
 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM NO.: IM-PROFED6-1STSEM-2021-2022

b. Extensive effort to improve motivation

c. Correcting emotional difficulties
d. Overcoming deficiencies in work-study skills
e. Periodic testing during remedial teaching which is aimed to:
1. clarify to the pupil the specific types of responses
2. provide further diagnostic information about the pupil’s difficulties and learning needs.
3. give the pupil a feeling of success through the use of a carefully graded series of test exercises.
4. enhance motivation by providing short-time goals and immediate knowledge of progress.
5. provide information concerning the effectiveness of remedial measures.

VI. LEARNING ACTIVITIES

Group Activity:

Kindly watch the 40-minute film entitled CLASSROOM OF THE HEART featuring Mr. Guy Doud, the
Teacher of the Year of the USA in 1986. It is produced by Focus on the Family Films. The film’s original
version is MOLDER OF DREAMS which is a 1.5-hour film.

From the viewed film ‘Molder your Dreams / Classroom of the Heart’, answer the following:

1) What have I/we learned from:

a. Guy Doud as a Teacher;

b. Guy Doud’s teachers; and

c. the film itself?

2) How do I/we relate the film with our subject – Assessment in Learning 1, particularly on the lesson
‘Diagnosing Learning Difficulties and Strengths’?

VII. ASSIGNMENT

In your group, share any experiences of learning difficulty/ies and how you overcame it/them.
Consolidate your stories by filling out the table below.

Experiences of Learning Difficulty/ies How you overcame them

VIII. EVALUATION

Online quiz

IX. REFERENCES

Teaching Guide in Assessment of Student Learning 1

Film: Molder of Dreams / Classroom of the Heart by Focus on the Family Ministry
Other references indicated in the Course Outline

“In accordance with Section 185, Fair Use of Copyrighted Work of Republic Act 8293, the copyrighted works included in this material may be reproduced for educational purposes
only and not for commercial distribution,”
NVSU-FR-ICD-05-00 (081220) Page 3 of 3