TOPIC:
DIAGNOSTIC TEST
NAME OF
THE STUDENT : SARANYA S
SUBJECT: SOCIAL SCIENCE
REGISTER
NO: 16914371021
INTRODUCTION
A test designed
to identify and investigate the difficulties, inadequate and saps of pupils in
specific curriculum areas with a view to helping them to overcome those
difficulties through remedial instruction is called diagnostic test
The term diagnostic
comprises all activities in measurement and interpretation that help to
identify the growth lags and their casual favors for individuals or class.
PURPOSE OF DIAGNOSTIC TEST
Though teacher made achieved test to give a due regarding the weakness,
a diagnostic test would be better able to pinpoint the erect area of
weakness. The process of determining the
causes of educational difficulty is known as educational diagnosis. The test used to obtain evidence of pupil
difficulties in academic achievement are known as diagnostic test. It measures how much a student has not be
able to achieve in the normal teaching process and why.
THE STAGE OF PREPARATION OF
DIAGNOSTIC TEST
1.
Planning
2.
Writing
the items
3.
Assembling
the test
4.
Providing
direction
5.
Preparation
of scoring key and moving scheme
6.
Receiving
the test
1.
PLANNING :-
The
first step in the construction of a diagnostic test is identification of
subject matter areas which are really difficult for the pupils. After selecting
areas they should be further divided in to simple teaching point and test items
may be constructed for each points.
As
for as diagnostic test is concerned it is not very necessary to know the
importance of various leaning points. All the learning points have to be
covered in an unbroken sequence each learning point should have an adequate
number of questions help to identify the areas of weakness.
2.
WRITING THE ITEMS
All the forms of questions, essay,
short answer and objective type can be used for testing different learning
points. However it appears that for diagnostic purpose short answer questions
involving one or two steps, be used widely.
Whatever be the form of questions
they should in general be easy suitable for average students of that age or
grade. The questions have to be specifically related to the learning point and
should be such as to throw eight on the weakness of students. The questions
should be written in simple language. The scope of the expected answer should
be clear to the student.
Questions are dubbed around learning
point even when they are of different forms, the learning point are arranged
sequentially form simple to complex which ensures that students not have to
change their mental sets every frequently. The mode of assembling also helps in
finding out the weakness of the student.
3.
ASSEMBLING THE TEST
Preparation
of blue point may at together be avoided. No rigid time limit need to be
specified through for administrative purpose of the limit may be set.
4.
PROVIDING DIRECTION AND PREPARATION SCORING KEY:-
A set of instructions clear and
precise is drafted. It should also be provided with a scoring key and marking
scheme.
5.
REVIEWING THE TEST :-
Before
printing the test , it should be carefully edited and reviewed. This ensures
that any in advert ant errors are eliminated. An analysis of the test testing
down learning points with corresponding questions may be presented for future
reference.
PREPARING THE SCORING KEY AND MARKING SCHEME
Scoring key is prepared the
objective type questions and marking schemes made for the essay and short
answers.
The
paper setter himself prepare this marking scheme includes.
·
Number
of points or steps expected in the answer.
·
Outline
of each point or steps.
·
The
weight age to each of these
REMEDIAL TEACHING
Teaching or
instructional work carried out to provide remedial measures for helping the
students to overcome their common or specific weakness or learning difficulties
diagnosed through diagnostic test.
STRATEGIES FOR REMEDIAL TEACHING
1.
CLASS TEACHING
A
particular lesson or unit or topic is repeated on the normal classroom by using
special aids or strategies the class as a whole is benefited through such type
of remedial teaching.
2.
GROUP TUTORIAL TEACHING
Students of the class divided in to
homogeneous group called tutorial group. On the basis of their common learning
difficulties teacher teach then by using various strategies.
3.
INDIVIDUAL TUTORIAL TEACHING
Difficulty of each student is
attended individually by using special strategies. In this schedule every
learner who feels learning difficulty of one or the other nature is attended
individually.
4.
AUTO INSTRUCTIONAL LEARNING
This
responsibility of overcoming difficulties is handed over to the learners. Self
learning self corrections are done by the student. Teacher’s also supervises
the learning process.
5.
AUTO INSTRUCTIONAL LEARNING
In
this technique the learners provided with auto correct instructional as self
learning materials and equipments like programmed learning text books and
packages auto learning modules teaching machines and computer assisted
programmed instruction.
6.
INFORMAL TEACHING
Learning
difficulties arise act of lack of interest and non availability of first and
experience are overcome by providing informal teaching situations like
excursions field trip etc.
DIAGNOSTIC
TESTING AND REMEDIAL TEACHING CYCLE
·
Diagnostic
testing for knowing the child’s weakness and learning difficulties.
·
Hypothesizing
problem causes for weakness and difficulties.
·
Applying
remedial teaching for removing these weakness and difficulties.
·
Containing
the repeat above for process to achieve desired success in removing the
diagnosed difficulties and weakness.
Diagnostic Test hypothesizing causes Remedial Teaching
Lack of Success Evaluation
Success
CONCLUSION
Diagnostic testing is the most
important part of the teaching learning process. It implies a detailed study of learning difficulties.
Its aim is to analyses, not to access. The nature and purpose of diagnostic
text is to identify the areas of difficulties where the leaner commits errors. After
locating the area where the difficulty lies the teacher can advise strategies
to remove the problem in learning
