Page 327 - DEDU504_EDUCATIONAL_MEASUREMENT_AND_EVALUATION_ENGLISH

Unit 27 : Diagnostic Test : Concept and Construction, Remedial Teaching

• To make teaching-learning circumstances effective. Notes
• To make evaluation process more meaningful and effective.
• To arrange for remedial teaching.
• To give advice to a teacher for proper improvement in his teacher process.
• The subject for which a diagnostic test has to be constructed, is at first analyzed minutely
and it is determined what concepts, principles, theories, rules, facts, formulae or processes
have to be attached importance. Besides, those mental faculties of students have to be
analyzed which are directly related to such knowledge, such as reasoning, logic, thinking
power, observation power etc. For example, ability in mathematics requires to link to
many fundamental theories, rules and formulae, such as multiplication, division, addition,
subtraction etc.
• Selection of Students for Diagnosis : At first those students are located who find it difficult
to adjust in the school. These are those students who are weak in one or more subjects, and
are not able to adjust well with some other activities of the school.
• Each student has peculiar causes for his weakness. Therefore, the students who need
diagnosis should come to the teacher themselves.
• Such students can be selected on the basis of test results held in school from time to time.
• Teachers can select such students on the basis of their experience.
• Identify Difficulty Points : To know what student is facing what type of difficulty, diagnostic
and performance or achievement tests can be administered which can be teacher-made or
standardized.
• Analysis of Difficulty Points : It is very difficult to ascertain why a student is committing a
particular type of error again and again, because the mind of each student functions in a
peculiar manner. Having ascertained the nature of subject-related weakness and level of
difficulty of a student, a teacher sets out on the task of locating its causes.
• Remedial Procedures : Having diagnosed a student’s weakness, now is the time to undertake
procedures for its remedy. A suitable plan for the removal of weakness and error is
constructed which comprises of the details of the weakness and its causes, and measures to
be undertaken for its remedy. If a number of students have committed the same type of
error, then they may be treated collectively, and if the error is individual, then it should be
remedied individually.

• A teacher should keep the following aspects in mind while using remedial measures :
• These methods are not foolproof against idiots.
• If remedial work does not succeed, then the form of the programme should be changed.
• The students who are making progress should be admired for motivation.
• These tests are not so successful with brilliant students as they are effective with dull
students.
• The following factors should be kept in view while conducting remedial measures :
• The weak students should be asked to sit on the front seats in the class.
• The development of the subject matter should be done with the help of examples and
illustrations.
• The attention of the students should be drawn to those concepts, principles and activities
related to the subject matter in which they commit errors.
• The fundamental concepts of mathematics and other subjects, such as factors, percentage,
unit, square root, etc. should be taught carefully.

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