Diagnostic Test

Diagnostic Test

Introduction

     Since learners progress is to be appraised in terms of predetermined educational objectives. It is necessary to identify deficiencies in the level of achievement together with the reasons for these deficiencies so as to ensure that the goals are realized to the maximum level possible. If these are not rectified then and there they might accumulate and after a stage, learning might become quite impossible. It is here that the teacher is required to know the specific weakness of pupils both individually and collectively so that he can provide suitable remedial teaching. To locate this specific weakness in the learning of pupils, the teacher can construct a test, meant for this purpose, which is known as a diagnostic test. It measures what a student has not been able to achieve by the normal teaching and why.

Meaning of a diagnostic test

     English and English (1958) have defined a diagnostic test in these words, “ one designed to locate the particular source of a person’s difficulties in learning, especially in school subjects, thus providing clues to what further measures of instruction, guidance, or study are needed.” A diagnostic test is a test designed to locate specific planning deficiencies. Incase of specific individuals at a specific stage of learning so that  ‘specific efforts’ could be made to overcome those deficiencies. It helps the teacher in identifying the status of the learner at the end of a particular relation, unit or course of learning as to want ‘specific teaching or learning points’ have been properly grasped by the learner. After administering a diagnostic test or a battery of diagnostic tests to students, a teacher takes remedial measures to overcome the deficiencies thus discovered.

Characteristics of an effective diagnostic test

     Cook, Walter W (1958) has stated the following characteristics of an effective diagnostic test.

1. It should be an integral part of the curriculum, emphasizing and clarifying the important objectives.

2. Its test items should require responses to be made to situations approximating as closely as possible to be functional.

3. It must be based on experimental evidence of learning difficulties.

4. It should reveal the mental processes of the learner sufficiently to detect points of error.

5. It should suggest or provide specific remedial procedures for each error detected.

6. It should be designed to cover a long sequence or learning systematically.

7. It should be designed to check forgetting by constant review of difficult elements as well as to detect faulty learning.

8. It should reveal pupil progress in objective terms.

Steps in the construction of a diagnostic test.

     The following  steps are involved in the construction of a diagnostic test.

1. Identifying learning deficiencies

2.  Analyzing errors

3. Analyzing content

4. Identifying learning points to be covered emerging from above

5. Developing test formats and their try out

6. Selecting items for inclusion in the test

7. Assembling the test

Administering the test              

    The following points need to be kept in view.

 1. The first task of the teacher is to win the confidence of the students and reassure them that in the test is to help them in the improvement of their learning rather than for declaring pass or fail.

2. It should be administered in a relaxed environment.

3. Students should be seated comfortably

4. Students should be asked not to consult each other while taking in the test

5. If any student is not able to follow something he should be allowed to seek a clarification form the teacher.

6. The teacher may ensure that the students taking the test attempt or questions

7. Time scheduled should not be enforced strictly. If any students takes a little more time he should be allowed to do so.

Remedial teaching

     Remedial teaching is the process of instruction that follows immediately after diagnostic testing and analysis of the result. The teacher first plan strategies for remedial teaching on the basis of the nature of the difficulties and the reason behind each. This may be at the group – level or individual – level, depending on the scope of diagnosis and the spread of difficulty within the group. Additional learning experiences for solving the difficulties identified are to be provided. By the success in remedial classes resistant children become cooperative, apprehensive children become self confident, discouraged children become hopeful, and socially mal-adjusted children become acceptable to the group.