2. Outline
1. The place of assessment in the curriculm
2. Diagnostic assessment definition
3. The difference between evaluation,
measurement and assessment;
4. Assessment tools;
5. Assessment types;
6. The content of assessment;
7. The benefits of diagnostic assessment;
8. Examples from a diagnostic test;
9. Remedial work plan
3. The Place of Assessment in the Curriculum
The components of the curriculum are as
follows:
Goals;
Content;
Methodology;
Assessment.
7. What is Diagnostic Assessment?
“Diagnostic assessment 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.
20. What do we Assess?
Diagnostic Test Questions
The design of assessment should be based on
the following qestion:
What should the student be able to
know, understand, or do?
Wiggins and McTighe
(1998)
23. Examples from a Diagnostic Test
State three of your interests.
State three of your strenghts and
weaknesses.
What are the difficulties in learning English?
25. The Objectives of Diagnostic Assessment
The removal of learning difficulties;
The enhancement of learning;
The learning styles of the students.
27. 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
28. 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.
29.
30. Prompt and Recast for Pornounciation
Prompt is an out-put pushing technique;
Recast is out-put reformulation;
31. 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.
32. 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
35. Questions
A) When scores are given to students, is it?
1) Measurement;
2) Assessment;
3) Evaluation.
36. Questions
B) When a test measures what it is supposed
to measure, is it?
1) Valid;
2) Reliable;
3) Both.
37. Questions
The pace of learning is measured by:
1) Criterion and norm referenced tests;
2) Objective and subjective tests;
3) Formative tests.
38. Questions
The concept of 'washback effect' is used to refer
to
1) A- the effect of not having enough prior
knowledge on text comprehension
2) B- the effect of an assessment procedure on
learning and teaching
3) C- the negative effect of thinking about one's
past on learning
4) D- the positive effects of memorizing
vocabulary on language performance
39. Questions
Can we conduct diagnostic assessments for
third year middle school students?
40. Glossary
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.