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An assessment that gives the teacher an overall idea on where students are in their skills which will inform teacher of skills that need to be worked on based on where students are. 

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An assessment that gives the teacher an overall idea on where students are in their skills which will inform teacher of skills that need to be worked on based on where students are. 

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A diagnostic assessment should be a clear indication of students' understanding and a tool for the teacher to tweak and/or enhance if needed.

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A tool to determine specific skill/standard to guide us on where to start/ continue teaching. 

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A tool to determine specific skill/standard to guide us on where to start/ continue teaching. 

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Diagnostics are a way to assess what's wrong, identify learning symptoms to then know how to treat that academic need. To determine class median, and range; overall  understanding of students ZPD --to know where cognitively (Blooms) may need to start or remediate.  Anticipate necessary units and lessons needed to get to goals of course.

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Diagnostic assessments give a rough approximation of what students can do. This approximation can help teachers plan instruction that meets students’ needs.

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Diagnostics assess students' prior knowledge before instruction in order to inform that instruction.

Diagnostics can be used to prevent reteaching already learned material and skipping over missing prerequisite knowledge.

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What: Diagnostic assessments help teachers assess where students are now in terms of subject-specific and transferable content and skills.

How:
Diagnostic assessments can be used to help plan effective future instruction by
identifying what the students already know and what they still need to learn (missing
key content and skills, misconceptions).

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Diagnostic assessments are used to determine students’ current facility with cognitive processes.

They can be used to determine where to start instruction within their ZPD to get students to the next level in their skill acquisition.

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- Assess baseline knowledge that students bring to the classroom
- Are used to collect data to create lessons tailored to academic ability

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DA's are....

Baseline tools to help assess the content knowledge and skill level of students at the "beginning".

They are used to determine where students are and plan lessons based on the results.

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Using multiple measures to identify student strengths and needs as well as developing ways to address those needs as the instructor.

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Matt Wypycha- We are accessing where students are at currently in reference to a topic or particular skill.

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Matt Wypycha- We are accessing where students are at currently in reference to a topic or particular skill.

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DAs inform instruction (and design) by assessing students' skill levels in literacy, cognitive skills, reading and writing

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Used to determine level of proficiency for students when we first start a course.  We will know what they know, how well they know it. And what needs they need to address.

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Exams that cover a large and general area of skills and content that  are used to assess students’ skill/content level before beginning the course.

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Students complete questions that determine a base level of where their skills and literacy levels are at pre-content instruction.

Teachers use DAs to collect formative data and meet students where they are academically.

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A diagnostic assessment collects baseline data as to what skills and knowledge students possess at the time of assessment.

They are used to determine the pace of instruction and the extent to which instruction should be scaffolded.

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Diagnostic assessments are resources to address where students currently are in terms of where they need to be.

We can use diagnostics as a baseline to consider growth of individual students, but also consider whole class/grade understanding to use for future planning/instruction.

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Testing what students know and are able to do within a certain context/skillset/content (in order to construct instruction to address identified deficiencies)

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A diagnostic assessment gauges students’ abilities in relation to subject-specific standards (prior to the implementation of modifications).

They can be used at the beginning of the year to determine student abilities and create scaffolds and reachable goals.

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What: A tool that allows teachers to assess students’ starting points
How: To inform our teaching regarding what skills need to be taught, which students/groups need more scaffolding, etc.

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Skill assessment that determines the origin point of ZOPD from which formative instruction can build the framework for skill mastery given that the format of assessment is standardized.

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Diagnostic assessments aim to provide a snapshot (i.e., at a specific moment in time) of students prior knowledge (learning).

Diagnostic assessments can be used to diagnose skill and knowledge deficiencies; this information can then in turn be used to inform future instruction.

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DAs measure a student’s existing level of content knowledge and development of cognitive processes in advance of instruction in order to ensure that upcoming tasks and lessons are accessible and appropriately scaffolded.

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Diagnostic Assessments:

Asses student skills and/or content knowledge without any previous instruction taking place.

Used to refine skill/content goals for the course in the absence of any formative assessment data.