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
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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
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Vocabulary weak
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KWL chart information
Variety of social skills
Weak prior knowledge
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Learning styles inventory
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Multiple intelligence survey
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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
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Weak skills in any area
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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.