DIAGNOSTIC TEST

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