Diagnostic Assessment What is it? This type of assessment provides information about the individual student’s level of prior knowledge and skill. When do I do it? at the beginning of a year/unit/term prior to beginning a lesson What information should I be looking for? baseline data from which to observe growth in: knowledge cognitive skills communication skills social skills interests Why would I do it? Collection of diagnostic data will give you information to help plan your lessons. If you develop lessons from where the students are you save repeating information they already know, or you can review information to bring them up to speed with where you plan to start. This type of assessment provides you with the information you need to know when and how to proceed with instruction. It becomes a real-time saver in the end. Types of Diagnostic Assessment pretests brainstorming questioning using vocabulary review/recall of previous work KWLchart running records CASI ABC list – students list words from A – Z about the topic semantic webs journal entries double-entry journal multiple intelligence inventory review sheets Fountas and Pinel diagnostics – in guide entry exits tests (SCDSB web site under mathematics) benchmarks review portfolio from previous year IEP information checklists students draw what they know about a topic miscue analysis Morrison-McCall spelling assessment cloze paragraph finding locations on a map learning styles inventory observation of learning skills observation of social skills and behaviour read a picture book – questioning students as you go conferencing have groups conference – listen in demonstration of a skill What can I do with diagnostic assessment information? Area of need Students have a grasp of the knowledge What I might do at the beginning of a unit Vocabulary weak KWL chart information Variety of social skills Weak prior knowledge Learning styles inventory Multiple intelligence survey Students interest compact first lesson student groups complete a web range of material for differing levels use higher order questions – not more work! review vocabulary crossword word search one on one assistance interview a family member homework on vocabulary vocabulary match build a word wall provide additional resources show a film alert librarian for assistance choose groupings check with behaviour resource break down initial lessons into small chunks create “expert” groups match for learning buddies games include manipulatives in lessons read a picture book about the topic have a guest speaker added to lessons adjust tasks to suit interests group students by interest students acknowledge their best style include all styles in teaching adjust teaching to include Don’t know how to use text Weak skills in any area different intelligences explicit lessons see Think Literacy document provided for Intermediate teachers have students read around text – only read titles and picture and predict what they will find explain use of italics and bold explicitly teach the skill peer modeling assistance of SERT for ideas to incorporate into lessons use more hands-on activities Check out the Curriculum Unit Planner* o Teacher companions – assessment/evaluation, teaching/learning strategies, special education o Graphic Organizers Compiled by Ann McClure.