Diagnostic assessment

This presentation is about diagnostic assessment in Moroccan Public Secondary Schools. Assessment is one of the components of the curruculum along with goals, content, and methodology.

1. Diagnostic Assessment Reflections on Practice Pedagogical Meeting, Fkih Ben Saleh Directorate In collaboration with MATE, Fkih Ben Saleh Branch

2. Outline The place of assessment in the curriculm Diagnostic assessment definition The difference between evaluation, measurement and assessment; Assessment tools; Assessment types; The content of assessment; The benefits of diagnostic assessment; Examples from a diagnostic test; Remedial work plan

3. The Place of Assessment in the Curriculum The components of the curriculum are as follows: Goals; Content; Methodology; Assessment.

4. What is assessment?

5. What is Assessment ? Assessment is the process of gathering data about the student’s performance, knowledge or interests using different tools.

6. What is diagnostic assessment?

7. What is Diagnostic Assessment ? “Di a gnostic a ssessment is today’s means of understanding how to modify tomorrow’s instruction.” Tomilinson (1999:10)

8. What is the difference between evaluation, assessment and measurment?

9. The difference between measurment, assessment and evaluation Measurement is quantiative: a ruler measures length in centimeters; Assessment is qualitataive: the difficulties are identified; Evaluation is about giving a value judgement.

10. Qualities of a Good Measurment Tool Validity : the extent to which the instrument measures what it is intended to measure. Reliability: the consistency with which an instrument measures a given variable. Practicability : the overall simplicity of the use of a test both for test constructor and for students.

11. Domain Sample An illustration of a valid testing

12. Domain Sample An illustration of an unvalid testing

13. How do we assess?

14. How do we Assess ? Alternative Assessment Observations Essays Interviews Performance tasks Portfolios Teacher-created tests Self- and peer-evaluation Grade Tests Reading Questioning K WL chart, graphic organizer, poster …

15. When do we assess?

16. When do we Assess? Diagnostic, formative and summative Diagnostic; Formative; Summative.

17. What do we assess?

18. What do we Assess? Diagnostic Test Questions The design of assessment should be based on the following qestion: Wh at should the student be able to know, understand, or do ? Wiggins and McTighe (1998 )

19. Examples from a Diagnostic Test

20. Examples from a Diagnostic Test State three of your interests. State three of your strenghts and weaknesses. What are the difficulties in learning English?

21. The objectives of diagnostic assessment

22. T he Objectives of Diagnostic Assessment The removal of learning difficulties; The enhancement of learning; The learning styles of the students.

23. The benefits of diagnostic assessment

24. Individualize instruction; Identify the misconcptions students have about the subject; Identify the students’ level in the language; Give timely descreptive feedback. The Benefits of Diagnostic Assessment

25. Remedial Work Plan Error analysis; Error Identification; Error classification; Error treatment or corrective feedback; More practice in the identified areas by designing activities in the problematic areas before teaching new content.

26. Pro mpt and Recast for Pornounciation Prompt is an out-put pushing technique; Recast is out-put reformulation;

27. Summary In brief, the current presentation dealt with diagnostic assessment as one of the components of the currculum. It has tackled the time of conducting diagnostic assessment, the procedures, the content, the benefits, and the remedial work activities.

28. Bibliography Bachman, L. and Palmer, A. ( 2010). Language Assessment in Practice . Oxford : Oxford University Press. Tomlinson, C. (1999) The differentiated classroom: Responding to the needs of all learners .  Alexandria, VA: ASCD. . Wiggins, G., & McTighe, J.(1998 ). Understanding by design . Alexandria, VA: Association for Supervision and Curriculum Development. William , D. (2011).  What is assessment for learning .   Studies in Educational Evaluation, 37 (1), 3-14 . Wyatt-Smith, C. and Cumming, J. (eds) (2009) Educational Assessment in the 21st Century . Dordrecht: Springer

29. Thank you for your attention 

30. Questions

31. Questions A) When scores are given to students, is it? Measurement; Assessment; Evaluation.

32. Questions B ) When a test measures what it is supposed to measure, is it? Valid; Reliable; Both.

33. Questions The pace of learning is measured by: 1) Criterion and norm referenced tests; 2) Objective and subjective tests; 3) Formative tests.

34. Questions The concept of 'washback effect' is used to refer to A- the effect of not having enough prior knowledge on text comprehension B- the effect of an assessment procedure on learning and teaching C- the negative effect of thinking about one's past on learning D- the positive effects of memorizing vocabulary on language performance

35. Questions C an we conduct diagnostic assessments for third year middle school students?

36. G lossary Washback effect: the effect of an assessment on teaching and learning. Measurement is conducted in the form of a test. It is quantiative. Assessment can be quantitiative and qualitative. It includes measurment. Evaluation contains quantitative information, qualitative and value judgement. Assessment of learning for students to be graded and promoted Assessment for learning in order to identify the learning difficulties and enhance learning.