Diagnostic Assessment
Although some
authors delineate diagnostic assessment as a component of
formative assessment, most consider it a distinct form of measurement
(Kellough
et al, 1999; McMillan, 2000). In practice, the purpose of diagnostic
assessment
is to ascertain, prior to instruction, each student’s strengths,
weaknesses,
knowledge, and skills. Establishing these permits the instructor to
remediate
students and adjust the curriculum to meet each pupil’s unique needs.
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Diagnostic assessment occurs at
the
beginning of the teaching/learning cycle. This type of assessment will
provide
the teacher with an understanding of the prior knowledge and skills a
student
brings to a unit, as well as the strengths and specific learning needs
of an
individual or groups of students in relation to the expectations that
will be
taught.
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Diagnostic assessment is
conducted
prior to and during teaching and learning to determine:
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Diagnostic assessment
is used to determine the current level of knowledge and skill of a
learner. The
learning activities of such individual would be developed and tailored
along
those lines. Diagnostic assessment is best used at the initial point to
get a
glimpse into the learner's stage of learning.
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