Discuss the various steps for construction of a diagnostic test.
Answers
Concept of Diagnostic Testing:
The term diagnosis has been borrowed from the medical profession. It means identification of disease by means of patient’s symptoms. For example, when a patient comes to a doctor, the doctor initially puts some questions to the patient to gather some basic information’s about the disease and then uses other techniques to get more related information to identify the disease and its probable cause(s).
After careful analysis of these data, he prescribes the medicines as remedial treatment. Similarly, in the field of education, diagnosis has many such implications. Difficulties in learning occur frequently at all levels and among pupils of both high and low mental ability.
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In order to handle such cases, the teacher also uses similar techniques like a doctor to diagnose the relative strengths and weaknesses of pupil in the specific area of study, analyse the causes for the same and then provides remedial measures as per necessity.
Since tools and techniques used in mental measurements are not that exact, objective and precise like the tools and techniques used in sciences, the teachers are cautioned to use the diagnostic data with great care for designing remedial programmes.
But it is used in education to determine the learning difficulties or deficiencies of the learner. Diagnostic test is a test used to diagnose strength and weakness of the learning in certain areas of study whereas diagnostic evaluation is centered on schooling process such as the curriculum programme, administration and so on.
When learning difficulties that are left unresolved by the standard corrective prescriptions of formative evaluation and a pupil continues to experience failure despite the use of prescribed alternative methods of instruction, then a more detailed diagnosis is indicated.
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To use a medical analogy, formative testing provides first aid treatment for simple learning problems and diagnostic testing searches for the underlying causes of those problems that do not respond to first aid treatment.
Thus it is much more comprehensive and detailed and the difference lies in the types of question each of them is addressing.
The following are the salient features of Diagnostic Testing:
(i) The diagnostic test takes up where the formative test leaves off.
(ii) A diagnostic test is a means by which an individual profile is examined and compared against certain norms or criteria.
(iii) Diagnostic test focuses on individual’s educational weakness or learning deficiency and identify the gaps in pupils.
(iv) Diagnostic test is more intensive and act as a tool for analysis of Learning Difficulties.
(v) Diagnostic test is more often limited to low ability students.
(vi) Diagnostic test is corrective in nature.
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(vii) Diagnostic test pinpoint the specific types of error each pupil is making and searches for underlying causes of the problem.
(viii) Diagnostic test is much more comprehensive.
(ix) Diagnostic test helps us to identify the trouble spots and discovered those areas of students weakness that are unresolved by formative test.
Dimensions of Diagnostic Test:
(i) Who can conduct → Teacher/Researcher
(ii) Where → School/Home/Work places
(iii) On whom → Learners
(iv) Purpose → Specific strength and weakness of the learner in a particular area.
(v) Length of time → Flexible in nature
(vi) Techniques of → Test/observation/interview etc. Assessment
(vii) Sequence → Logical and step by step
(vii) Method of → Negotiable/Therapeutic Remediation
(ix) Support to → Learner/Parents/Teacher
Steps of Educational Diagnostic Test:
(i) Identification and classification of pupils having Learning Difficulties:
(a) Constant observation of the pupils.
(b) Analysis of performance: Avoiding assignments & copying from others.
(c) Informal classroom Unit/Achievement test.
(d) Tendency of with-drawl and gap in expected and actual achievement.
(ii) Determining the specific nature of the Learning Difficulty or errors:
(a) Observation.
(b) Analysis of oral responses.
(c) Written class work.
(d) Analysis of student’s assignments and test performance.
(e) Analysis of cumulative and anecdotal records.
(iii) Determining the Factors/Reasons or Causes Causing the learning Difficulty (Data Collection):
(a) Retardation in basic skills.
(b) Inadequate work study skills.
(c) Scholastic aptitude factors.
(d) Physical Mental and Emotional (Personal) Factors).
(e) Indifferent attitude and environment.
(f) Improper teaching methods, unsuitable curriculum, complex course materials.
(iv) Remedial measures/treatment to rectify the difficulties:
(a) Providing face to face interaction.
(b) Providing as may simple examples.
(c) Giving concrete experiences, use of teaching aids.
(d) Promoting active involvement of the students.
(e) Consultation of Doctors/Psychologists/Counselors.
(f) Developing strong motivation.
(v) Prevention of Recurrence of the Difficulties:
(a) Planning for non-recurrence of the errors in the process of learning.