ADDITIONAL ASSIGNMENT

OF EDM – 214

Submitted by : Ravindra kumar

B.Ed 2ST SEM
(1902349)
TOPIC : DIAGNOSTIC TEST IN
MATHS MEANING , FUNTIONS ,
TYPES AND STEPS
 CONTENT
• Diagnostic test – Meaning

• Diagnostic test – Funtions

• Diagnostic test – Types

• Diagnostic test – Steps

• Diagnostic test – construction

• Diagnostic test – materials used

 Meaning
• Diagnostic tests measure students' understanding of
a subject area or skills base. Teachers typically
administer diagnostics for reading and math skills,
using the results to provide remedial instruction or
place students within appropriately leveled classes.
Many content teachers, though, give formative
assessments to gauge what knowledge students
bring to class. Some schools also diagnose concepts
as a whole, aiming to reveal commonly held
misconceptions in specific subjects.
 Cont…
• Diagnostic testing in mathematics typically provides a
level for the child's mathematical skills -- in this case not
just related to grade level but also math topic. Schools
often use such diagnostic testing to place students in
appropriate math classes, for instance, by determining if
they have the prerequisite skills necessary for a higher-
level class such as calculus or trigonometry. However,
educators use math diagnostics to boost student
achievement by encouraging high achievers and offering
remedial instruction, including summer school programs,
to those who are struggling.
 Funtions of diagnostic test
• To direct curriculum emphasis .
• To provide for educational guidance of pupil .
• To simulate the learning activities of pupil .
• To direct and motivate administrative and supervisory efforts.
• Focusing attention on at any of the important ultimate
objectives of education as possible.
• Clarifying of educational objectives to teachers and pupil.
• Determining elements of strength and weaknesses in the
instructional programme of the school.
• Discovering inadequacies in curriculum , content , and
organisation.
 Types of diagnostic test
• There are four types of testing in schools today :
 diagnostic, formative, benchmark, and summative.
• Diagnostic Testing. This testing is used to
“diagnose” what a student knows and does not
know.
• Formative Testing.
• Benchmark Testing.
• Summative Testing.
 Cont…
• 1. Diagnostic Testing
• This testing is used to “diagnose” what a student knows and does not know. Diagnostic
testing typically happens at the start of a new phase of education, like when students will
start learning a new unit. The test covers topics students will be taught in the upcoming
lessons.
• Teachers use diagnostic testing information to guide what and how they teach. For example,
they will plan to spend more time on the skills that students struggled with most on the
diagnostic test. If students did particularly well on a given section, on the other hand, they
may cover that content more quickly in class. Students are not expected to have mastered all
the information in a diagnostic test.
• 2. Formative Testing
• This type of testing is used to gauge student learning during the lesson. It is used throughout
a lecture and designed to give students the opportunity to demonstrate that they have
understood the material, like in the example of the clock activity mentioned above. This
informal, low-stakes testing happens in an ongoing manner, and student performance on
formative testing tends to get better as a lesson progresses.
• Schools normally do not send home reports on formative testing, but it is an important part
of teaching and learning. If you help your children with their homework, you are likely using a
version of formative testing as you work together.
 Cont…
• 3. Benchmark Testing
This testing is used to check whether students have mastered a unit of content. Benchmark testing is
given during or after a classroom focuses on a section of material, and covers either a part or all of the
content has been taught up to that time. The assessments are designed to let teachers know whether
students have understood the material that’s been covered.
Unlike diagnostic testing, students are expected to have mastered material on benchmark tests, since
they covers what the children have been focusing on in the classroom. Parents will often receive feedback
about how their children have grasped each skill assessed on a benchmark test. This feedback is very
important to me as a parent, since it gives me insight into exactly which concepts my boys did not master.
Results are broken down by skills, so if I want to further review a topic with my boys, I can find
corresponding lessons, videos, or games online, or ask their teachers for resources.
• 4. Summative Testing
This testing is used as a checkpoint at the end of the year or course to assess how much content
students learned overall. This type of testing is similar to benchmark testing, but instead of only covering
one unit, it cumulatively covers everything students have been spending time on throughout the year.
These tests are given — using the same process — to all students in a classroom, school, or state, so that
everyone has an equal opportunity to demonstrate what they know and what they can do. Students are
expected to demonstrate their ability to perform at a level prescribed as the proficiency standard for the
test.
 Steps of Educational Diagnostic Test:

• (i) Identification and classification of pupils

having Learning Difficulties:
• (a) Constant observation of the pupils.
• (b) Analysis of performance: Avoiding
assignments & copying from others.
• (c) Informal classroom Unit/Achievement test.
• (d) Tendency of with-drawl and gap in
expected and actual achievement.
 Cont…
• (ii) Determining the specific nature of the
Learning Difficulty or errors:
• (a) Observation.
• (b) Analysis of oral responses.
• (c) Written class work.
• (d) Analysis of student’s assignments and test
performance.
• (e) Analysis of cumulative and anecdotal records.
 cont…
• (iii) Determining the Factors/Reasons or Causes
Causing the learning Difficulty (Data Collection):
• (a) Retardation in basic skills.
• (b) Inadequate work study skills.
• (c) Scholastic aptitude factors.
• (d) Physical Mental and Emotional (Personal) Factors).
• (e) Indifferent attitude and environment.
• (f) Improper teaching methods, unsuitable
curriculum, complex course materials.
 Cont…
• (iv) Remedial measures/treatment to rectify the difficulties:
• (a) Providing face to face interaction.
• (b) Providing as may simple examples.
• (c) Giving concrete experiences, use of teaching aids.
• (d) Promoting active involvement of the students.
• (e) Consultation of Doctors/Psychologists/Counselors.
• (f) Developing strong motivation.
• (v) Prevention of Recurrence of the Difficulties:
• (a) Planning for non-recurrence of the errors in the process
of learning
 Construction of diagnostic test
• 1. Analysis of the context minutely i.e., major and minor one.
• 2. Forming questions on each minor concept (recall and recognition type)
in order of difficulty.
• 3. Review the test items by the experts/experienced teacher to modify or
delete test items if necessary.
• 4. Administering the test.
• 5. Scoring the test and analysis of the results.
• 6. Identification of weakness
• 7. Identify the causes of weakness (such as defective hearing or vision,
poor home conditions, unsatisfactory relations with classmates or
teacher, lack of ability) by the help of interview, questionnaires, peer
information, family, class teacher, doctor or past records.
• 8. Suggest remedial programme .
 Materials Used in Diagnostic Test

• Classroom teachers, principals, supervisors and qualified

diagnosticians use the following resources and materials
in making educational diagnoses more vibrant:
• 1. Test records (Standardized and Teacher made).
• 2. Pupils’ written work (themes, compositions, home
assignments and test papers).
• 3. Pupils’ oral work (discussion, speeches and oral
reading).
• 4. Pupils’ work habits (in class activities, participation,
peer relationship, independent work, interest, effort etc.).
 Cont…
• 5. Physical and health records (school and family records about
vision, hearing, dental, general).
• 6. Guidance and cumulative record data (family) background,
anecdotal references, school activities).
• 7. Interview with pupil (problem or trouble and elimination of
misconceptions).
• 8. Parent conference (pupil problems at home, parent
interpretation).
• 9. Self-guidance (completing assignments, independent work and
seeking teacher help).
• 10. Clinic or laboratory aids (vision tester, audio-meter eye
photographs, tape recorder etc.).
Thank You!