Diagnostic test definition nature and purpose of diagnostic test using diagnostic test
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The document outlines a diagnostic approach for identifying student learning difficulties through various methods, including observation and testing. It emphasizes the importance of systematically assessing students' strengths and weaknesses to guide effective teaching strategies. Additionally, it provides examples of activities and tools for gathering assessment data and fostering student engagement.
Diagnostic test definition nature and purpose of diagnostic test using diagnostic test
- 1. DIAGNOSIS Finding the weaknesses Steps?
- 2. Points to note Steps? Who, where, why
- 4. DIAGNOSTIC TEST Which allows the teacher to determine the strengths, weakness, knowledge and skills. It is primarily used to diagnose students difficulties and to guide lessons and curriculum planning Detailed study of learning difficulties
- 5. In precise ● Identifying the problem areas ● Detailed study of student difficulties ● The problem is located through due analysis & ● Find the area where error occur
- 6. Nature and purpose ● Analytic ● Spotting learning difficulties of pupils with a view to develop corrective measures (in simple remedial teaching)
- 7. 1. Identifying the students who are having trouble or need help 2. Locating the errors or learning difficulties 3. Discovering the causal factors of slow learning
- 8. 1. Planning 2. Writing items 3. Assembling 4. Providing direction 5. Reviewing the test
- 10. Observation: Direct observation has been used as a way to assess mathematical skills since establishment of formal classrooms, Mathematics involve step by step procedures We can observe abilities to communicate mathematically Apply Mathematics concepts and skills,. Solve problems and work with others
- 11. How to do that Effective and efficient means for collecting observation information include: ● Determining what skills or comprehensions are to be assessed ● Carrying paper and a pen for recording observations ● Using a checklist of desired behaviours and actions ● Using a video camera to record observations Why this ● To collect the information systematically ● With objectivity
- 12. Example
- 13. Few more 1. Anecdotal Record 2. Checklist 3. Rating scale (an extended form of checklist) 4. Rubric 5. Portfolio
- 14. Checklist It is an observational technique ● It offers systematic ways of collecting data about specific ● Behaviour ● Knowledge ● Performance and skills ● It has two parts statement and response yes/No
- 16. Rating scale Rating scales are extended form of checklists. ● We create standard criteria for evaluating a performance and each standard has a definite level of competence ● We rate according to how well they can perform ● Not by comparing with others but comparing with standards (Norm- referred) ● It is taken after the task is finished.
- 18. How much time do you take class? 1. Which teachers are we? 2. Identify
- 19. M.Sc.Days 20 chances with CAP Cut it to get it Guess who Mathcharads Scavengers hunt Distribute the paper and ask what they wanted ask to write in paper Shuffle randomly and ask roll no.
- 20. Why these activities Impart knowledge Make them realise Bring them with you Make them responsible To make them learn other subjects (interrelating)
- 21. A-Z acitivities It’s time for you to give few of the activities
- 22. Application cards: (after the class) Brainstorming Checklists Debates Direct paraphrasing Exit cards Follow-up Questioning Gallery work:
- 23. Graphic organizer (concept map):
- 25. Guided reciprocal peer questioning: Hand signs: Interviews: Journals Minute paper: No hands (why always hands) Open ended questions : (Why do you think so… How can you say….)
- 26. Pick up a chit: Quick write: Rubrics: Short quiz: Traffic light cards (to maintain teacher phase): Umpire: Videos and portfolio:
- 27. Write before Discuss: X game: Y graph: Z chart: