Diagnostic Assessment MCQ Quiz in मल्याळम - Objective Question with Answer for Diagnostic Assessment - സൗജന്യ PDF ഡൗൺലോഡ് ചെയ്യുക

Evaluation is an integral part of any teaching and learning process. Both teaching and evaluation are based on the instructional objectives which provide direction to them.

Diagnostic Test:

• A diagnostic evaluation helps in revealing an individual's weaknesses and strengths in a certain course of study.
• This test should not be large and complex.
• A diagnostic test is a form of assessment that occurs before instruction begins.
• The purpose of administering diagnostic tests is to try to determine what students already know about the concepts and skills to be covered by instruction.
• The reliability of this test is very low as it only indicates the error that students made in the process of the teaching-learning process but it does not indicate the cause behind the error.
• It is concerned with the persistent or recurring learning difficulties that are left unsolved by the formative evaluation.
• The main aim of the diagnostic evaluation is to determine the causes of learning problems and to formulate a plan for remedial action.
• These tests allow the instructor to adjust the curriculum to meet the needs of the students.
• It plays a significant role in improving learning outcomes for all students.

The Common Types of Evaluation are:

Placement Test:

• It is conducted at the beginning of the teaching-learning process to analyze the entry behavior of learners.
• It helps teachers to organize teaching activities according to the previous knowledge of learners.

Formative Test:

• The purpose of this evaluation is to provide feedback regarding the students' progress by finding out the learning gaps as well as to provide the teacher feedback regarding the efficiency of the teaching methods so that the teaching can be improved.

Summative Test: 

• It is conducted at the end of the term, course, or program of teaching. E.g, the term-end examination.
• The purpose of this kind of evaluation is to grade, rank, classify, compare and promote the students.

Thus, only the second statement is true regarding the diagnostic test. 

Diagnostic evaluation/test refers to the test which helps the teachers to know the learning difficulties or gaps in the learner's understanding and identify the learner's strengths, weaknesses, skills, etc.

• The specific aim of diagnostic testing is to analyze the exact nature of the progress made by the learner in a particular topic/unit and to know the particular area of weakness/error which requires a series of carefully graded tests. The main aim of Diagnostic testing is to analyze not to assess. 

Key Points Diagnostic Testing: 

• Diagnostic Testing is concerned with the persistent or recurring learning difficulties that are left unsolved by the standard corrective prescriptions of formative evaluation.
• Diagnostic evaluation Is much more comprehensive and detailed. It involves the use of specially prepared diagnostic tests and various observational techniques.
• The main aim of Diagnostic Testing is to determine the causes of learning problems and to formulate a plan for remedial action.
• According to Bloom and others, diagnostic evaluation Involves a valuing, determination, description, and classification of some aspects of student behaviour.
• There are two purposes of diagnostic evaluation - either to place the student properly at the outset of instruction or to discover the underlying causes of deficiencies in student learning.
• Diagnostic evaluation can be performed prior to instruction, within the instruction and after the instruction. Attempts to focus instruction by locating the proper starting point; entry behaviours and classifying students according to certain characteristics such as interest, personality, aptitude skill prior to the instruction stage.
• In the Instruction stage diagnostic evaluation has its function to determine the underlying circumstances or causes of repeated deficiencies In a student’s learning that have not responded to the usual form of remedial instruction. The causes may be related to physical, emotional, cultural or environmental factors.
• Diagnostic evaluation can be used after instruction to reveal the difficulties in that particular unit. Diagnostic evaluation is closely related to educational grouping.

Thus from the above-mentioned points, it is clear that the main aim of Diagnostic Testing is to analyze not to assess.

Diagnostic evaluation/test refers to the test which helps the teachers to know the learning difficulties or gaps in learner's understanding and identifying learner's strengths, weaknesses, skills, etc.

Important Points

Steps of Diagnostic Testing:

• Identifying students who are having trouble.
• Locating the errors and learning difficulties/gaps

• Discovering the causal factors of slow learning.
• Removing learning difficulties through remedial teaching

Key Points

The purpose of diagnostic evaluation:

• This test helps to know the gaps in children’s understanding.

• It is specially conducted for removing the learning difficulties of learners. 
• The diagnostic test enables the educator and students to recognize issues that they have with the subject.
• It is a comprehensive test that provides feedback to teachers and students on their strengths and weaknesses. 
• This test provides a way to identify the part which makes the child slow down in the learning process and provide appropriate feedback to the child.

Hence, from the above-mentioned points, it becomes clear weakness of a student identified through diagnostic evaluation.

Learning disability is an umbral term that refers to those skill deficits which are confined to scholastic performance in subjects like reading, writing and arithmetic. Even having average or above average intelligence, these children perform poorly in these academic tasks.

• An ideal assessment for a learning disability is a long process requiring several sessions with a qualified educational Psychologist.

Key Points Differential Diagnosis:

•  Learning disability should not be due to perceptual problems resulting primarily from impairments in vision, hearing or motor disabilities, emotional disorders, mental retardation, or global developmental delay, nor should it be due to environmental factors such as deprivation, abuse, inappropriate or inadequate instruction, and lack of motivation, cultural or economic disadvantage or linguistic diversity.
• One should also distinguish it from any other co-existing condition such as Developmental Coordination Disorder, Attention Deficit Hyperactivity Disorder or anxiety.
• The trained clinician, psychologist, special educator or speech pathologist and audiologist should exclude these possibilities to reach a pure form of learning disability. When it is difficult to exclude these conditions, the case may be diagnosed as ‘learning difficulty’ instead of ‘specific learning disability 
• Learning disabilities are diagnosed particularly when children start going to school and are engaged in academic activities with other children in the school.
• A learning disability in mathematics called dyscalculia is characterised by a specific impairment in basic computational skills such as addition, subtraction, and multiplication. It should not include difficulties in higher mathematical skills such as algebra, trigonometry, geometry or calculus. This should not be due to intellectual, sensory, perceptual or neurological impairment or a poor teaching-learning environment.

Hence, it can be concluded that any learning disability including learning disabilities in mathematics can be assessed most appropriately by using diagnostic tests.

Diagnostic Testing is the most important part of the teaching-learning process. It is a type of test which are used to diagnose the weak areas of the learners and provide a detailed study of learning difficulties. Its aim is to analyze, not to assess.

Key Points

The nature and purpose of Diagnostic Testing are to identify the areas of difficulties where the learner commits errors.

The stages of diagnostic testing are:

• Identifying the students who need help.
• Locating the error/learning difficulties/weak areas.
• Discovering the causal factors.

After locating the area where the difficulty lies, a teacher will devise some strategy to remove problems in learning and the causes due to which the learner has faced the difficulties. The strategy used by you to remove the weakness of the learner is known as remedial teaching.

So, The specific weak area of students in a science subject can be identified by the diagnostic tests.

Additional Information

• Written work and oral tests are tools used for assessment.
• Remedial teaching refers to the method of teaching that helps the teacher to provide learners with the necessary help and guidance to overcome the problems which are determined through diagnosing them

Important Points The Purpose of Diagnostic Test:

• This test helps to know the gaps in children’s understanding.

• It is specially conducted for removing the learning difficulties of learners. 
• The diagnostic test enables the educator and students to recognize issues that they have with the subject.
• It is a comprehensive test that provides feedback to teachers and students on their strengths and weaknesses. 
• This test provides a way to identify the part which makes the child slow down in the learning process and provide appropriate feedback to the child.

Diagnostic tests are conducted at the beginning of an instruction or a lesson. This is done to pre-assess the students to know about the various skills or concepts that the students previously have about the topic of instruction or lesson that is going to be taught. These pretests are often not graded. According to the results that a teacher obtains from the diagnostic test, he/she can plan the lesson, teaching methods, and classroom techniques accordingly.

Marks and grades reflect a variety of aspects of a student's learning, although they are typically designed to primarily measure a student's understanding of the course content. 

Key Points

Teachers often reflect on the value and utility of grades and marks, considering the following aspects: 

• Do they tell anything about the extent and pace of learning? - Yes, marks can provide some indication of the quantity of material a student has understood and at what pace they have learned it, particularly when viewed in the context of the overall timeline of a course.
• Do they provide information on the areas of strength and weakness of the student in learning? - Yes, by observing patterns in grades across different types of assignments or subject areas, teachers can gain insight into a student's areas of strength and weakness.
• Do they indicate about the difficulties a student is facing during learning? - Yes, consistently low or dropping grades can be a signal that a student is struggling and may be facing difficulties in the learning process.

Therefore, the correct answer is I, II, and III.

Assessment in education serves multiple purposes, including identifying learning gaps, guiding instruction, and evaluating student progress. 

 Key Points

• Diagnostic assessment is used to identify students' prior knowledge, strengths, weaknesses, and learning needs before instruction begins.
• Diagnostic assessment is a part of assessment for learning. It is conducted before or at the beginning of a learning process to determine what students already know and what they need to improve upon.
• Teachers use this information to modify their teaching methods, personalize learning experiences, and address individual student difficulties.

Hence, Diagnostic assessment is a part of assessment for learning.

Hint

•  Assessment of learning refers to summative assessments that evaluate overall achievement.
• Assessment as learning involves students reflecting on their own learning process.
• Summative assessment occurs at the end of a learning period to measure learning outcomes.

Evaluation is a systematic process of collecting, analyzing, and interpreting evidence of students’ progress and achievement.

Key PointsDiagnostic test:

•  It involves gathering information about the student’s errors, reasons for those errors, depth of conceptual understanding, and effective means of intervention.
• The main objective of a diagnostic test is to find out the nature and causes of the learning problems of students and to formulate a plan for seeing remedial actions.
• The tests are useful for both the attainment as well as difficulties of children whose achievements are not up to the mark.
• These are helpful in locating the areas in which additional instruction is required or in which teaching method has to be improved.

Thus, it is concluded that the main objective of a diagnostic test is to find out the nature and causes of the learning problems of students and to formulate a plan for seeing remedial actions.

The quality of teaching-learning process depends on the quality of evaluation being carried out in schools. Assessment is a continuous process based on the continuous growth of the child.

• It, thus, yields a constant flow of feedback both for the student and the teacher for further improving their performance. It covers all the aspects of pupil growth, scholastic as well as co-scholastic domain. One of the major characteristics of assessment is to improve learning through diagnosis and remediation.

Key PointsThe need for diagnostic tests and subsequent remedial measures are, therefore, an essential component of continuous and comprehensive assessment in the school-based assessment. The term diagnosis refers to the process to find out the learning difficulty of the individual students and accordingly remedy is being provided. 

• The diagnostic tests are used to discover and measure difficulties and deficiencies encountered by pupils who are failing to make normal progress in school subjects.
• Diagnostic testing involves not only diagnosing the kinds of difficulties but also their levels of difficulties. A diagnostic test helps to find out the inadequacy of specific skills.
• The aim of diagnostic testing is to determine the cause of learning problems as accurately as possible and to formulate a plan for remedial instruction.
• The diagnostic test thus constitutes the identification of learning difficulties and deficiencies that helps in planning and providing remedial instruction.

Thus, it is concluded that the test that helps a teacher to understand what specific problem a child is facing while learning, is a diagnostic test.