Thesis: Impact Of Diagnostic Test For Enhancing Student Learning At Elementary Level

Title:
Impact of diagnostic test for enhancing student learning at
Elementary level
Submitted By:
Kanwal Nadeem
Coordinated To:
Ms. Nadia Thalho
And
Supervised
Ms. Shanilla Memon
Lecturers
GECE (W) Hyderabad
Academic Year 2019
GOVERNMENT ELEMENTARY COLLEGE OF EDUCATION (W) HYDERABAD

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Table of Contents
CERTIFICATE.............................................................................................................................. vi
Acknowledgement................................................................................................................... vii
Dedication............................................................................................................................... viii
Abstract..................................................................................................................................... ix
Chapter One...............................................................................................................................1
Introduction ...............................................................................................................................1
1.1 Overview of Chapter........................................................................................................1
1.2 Background of the Study..................................................................................................1
1.3 Statement of the problem ...............................................................................................2
1.4 Objectives............................................................................................................................3
1.5 Research Question...............................................................................................................3
1.6 Significance of Study........................................................................................................3
1.7 Scope of the study ...........................................................................................................5
1.8 Purpose of Study..............................................................................................................5
1.9 Delimitation of the study.................................................................................................6
1.10 Ethical Consideration .....................................................................................................6
1.11 Definition of key terms ..................................................................................................7
1.11.1 Diagnostic test ........................................................................................................7
1.11.2 Remedial .................................................................................................................7
1.11.3 Mentors...................................................................................................................7
1.11.4 Struggled Students..................................................................................................7
1.11.5 Strengthens.............................................................................................................7
1.11.6 Instrument ..............................................................................................................7
1.12 Conclusion......................................................................................................................7
Chapter two ...............................................................................................................................8
Literature Review.......................................................................................................................8
2.1 Overview of Chapter two.................................................................................................8
2.2 Literature Review on Diagnostic test...............................................................................8
2.3 Rational of Diagnostic Test ..............................................................................................9
2.4 Theoretical Framework....................................................................................................9
2.5 Conceptual Framework..................................................................................................10
2.6 Characteristics of diagnostic test in science subject......................................................10

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2.7 Process of Diagnostic test..............................................................................................11
2.8 Supportive Theory..........................................................................................................11
2.8.1 Blooms Taxonomy.......................................................................................................11
 Creating....................................................................................................................12
 Evaluating.................................................................................................................12
 Analyzing..................................................................................................................12
 Applying ...................................................................................................................12
 Understanding .........................................................................................................13
 Remembering...........................................................................................................13
2. 9 Multiple Choice Questions............................................................................................13
Scoring System Design and Description...............................................................................14
2.9.1 MCQs (Multiple Choice Questions).........................................................................14
2.9.32 Merits...................................................................................................................14
2.9.3 Demerits..................................................................................................................14
2.9.4 Include three or four substitutes for multiple-choice items...................................14
2.10 Subjective type test......................................................................................................14
2.10.1 What is a Subjective Question? ............................................................................15
5.10.2 What Does Subjective Mean?..........................................................................15
2.11 Conclusion....................................................................................................................16
Chapter Three ..........................................................................................................................17
Research Methodology............................................................................................................17
3.1 Over view of Chapter Three...........................................................................................17
3.2 Research Philosophy......................................................................................................17
3.3 Research Design of the study.........................................................................................17
3.3.1 Reconnaissance...........................................................................................................17
3.3.2 Meeting with Head Mistress...................................................................................17
3.3.2 Interview of teacher................................................................................................17
3.3.3Observe the past Paper ...........................................................................................18
3.3.4 Cycle 1 Pre-test ...........................................................................................................18
3.3.5 Cycle 2Action Plan.......................................................................................................18
3.3.6 Cycle 3Post-test ..........................................................................................................18
3.4 Overview of Action Research.........................................................................................18
3.5The Action Research Process..........................................................................................18
3.6 Action Research Approach.............................................................................................19

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3.7 Action Research Framework..........................................................................................19
3.7.1 Step 1 Diagnosing Identifying and defining a problem...........................................19
3.7.2 Step 2 Action planning considering alternative courses of action..........................20
3.7.3 Step 3 Taking Action selecting a course of action...................................................20
3.7.4 Step 4 Evaluating studying the consequences of an action....................................20
3.7.5 Step 5 Specifying Learning Identifying general findings .........................................20
3.8T ime Span.......................................................................................................................21
3.9 Population of the study..................................................................................................22
3.10 Sampling Design...........................................................................................................22
3.10.1 Purposive Sampling...............................................................................................22
3.10.2 Sample Size ...........................................................................................................22
3.11 Data collect/Data Analysis Techniques........................................................................22
3.11.1Report ....................................................................................................................22
3.11.2 Interview Questionnaire .......................................................................................22
3.11.3 Pre and Post-Tests ................................................................................................23
3.11.4 Competency Portfolio...........................................................................................23
3.12 Data Collection Method...............................................................................................23
3.13 Conclusion....................................................................................................................23
Chapter Four ............................................................................................................................24
Data Analysis and Discussion...................................................................................................24
4.1 Overview on chapter......................................................................................................24
4.2 Data analysis ..................................................................................................................24
4.3 Reports on Action Research Cycle .................................................................................24
4.3.1 Report on: Reconnaissance.....................................................................................24
Plan ..................................................................................................................................24
Act....................................................................................................................................25
Observe............................................................................................................................25
Reflect ..............................................................................................................................25
4.3.2 Interview.................................................................................................................26
4.3.3 Thematic Interpretation on the responses of Teacher from Interview (Initial
coding) .............................................................................................................................26
4.3.4 Interpretation of Interview on Themes and Focused coding .................................27
4.3.5 Thematic Analysis of Interview on frequency/percentage.....................................27
4.3.6 Findings on themes.................................................................................................28

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4.3.6.1 Participation.........................................................................................................28
4.3.6.2 Assessment.........................................................................................................28
4.3.6.4 Maintain record ...................................................................................................29
4.3.6.5 Lack of time:.........................................................................................................29
4.3.7 Discussion on interview finding ..............................................................................29
4.4.1 Report on Cycle 1: Pre-test.....................................................................................29
Plan ..................................................................................................................................29
Act....................................................................................................................................30
Reflect ..............................................................................................................................30
4.4.2 Pre-test Result.........................................................................................................32
4.4.3 Analysis of Pre-test Result ......................................................................................32
4.4.4 Discussion on Pre-test Result..................................................................................33
4.5.1 Report on Cycle 2: Delivering Lesson......................................................................33
Plan ..................................................................................................................................33
Act........................................................................................................................................33
Observe................................................................................................................................34
Reflect..................................................................................................................................34
4.6.1 Report on Cycle 3: Post-test ...................................................................................34
Plan ......................................................................................................................................34
Act........................................................................................................................................34
Observe................................................................................................................................34
4.6.2 Post-test result............................................................................................................36
4.6.3 Discussion on post- test Analysis ............................................................................37
4.7 Conclusion......................................................................................................................38
Chapter five..............................................................................................................................39
Discussion, Summary, Conclusion, Suggestion........................................................................39
5.1 Overview of Chapter......................................................................................................39
5.2 Discussion concerning Chapter 4...................................................................................39
5.3 Summary of Diagnostic test for enhancing student’s learning......................................40
5. 4 Conclusion on Diagnostic test for enhancing student’s learning..................................41
5.5 Recommendations on Diagnostic test for enhancing student’s learning......................41
5.5.1 Use scientific method and approach ......................................................................41
5.5.2 Take daily test .........................................................................................................41
5.5.3 Construct multiple test items .................................................................................42

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5.5.4 Clear concepts of students connecting topic with daily life examples...................42
5.5.5 Develop the sense of observations.........................................................................42
5.5.6 Make students recognize scientific terminology....................................................42
5.5.7 Maintain students competence portfolio record ...................................................42
5.5.8 Entrée with students background for improvement students learning.................42
References ...............................................................................................................................44
Appendix A...............................................................................................................................51
Consent Letter .........................................................................................................................51
Appendix B...............................................................................................................................52
Interview of Teacher................................................................................................................52
Appendix C...............................................................................................................................55
Table Of Specification ..............................................................................................................55
Appendix D...............................................................................................................................56
Pre and Post-Test.....................................................................................................................56
Appendix E ...............................................................................................................................57
Rubric.......................................................................................................................................57

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CERTIFICATE
This is to certify that Ms. Kanwal Nadeem has conducted this Action Research
Project entitled “Topic: during the academic year 2019, under the supervision of
MsShanilla Memon in partial fulfillment for the degree of B.Ed. (Hons).
RESEARCH SUPERVISOR
Ms. Shanilla Memon
Lecturer
GECE (W) Hyderabad
PRINCIPAL
Ms. Nayyar Rafique
GECE (W) Hyderabad

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Acknowledgement
First of all, I am grateful to Allah Almighty and His
Prophet Muhammad (Peace Be upon Him) who provided me strength and health to
complete my Action Research. I also must acknowledge those people who encouraged
and supported me during my research study
For the ancestors who paved the path before me upon whose shoulder I stand.
This is also dedicated to my family and the many friends who
Supported me on this journey
Thank you
I would like to express my deepest gratitude to my co-coordinator Ms. Nadia Thalho,
my supervisor Miss Shanilla Memon for their unwavering support, collegiality, and
mentorship
Assistance and supervision show me the way which is highly appreciated.
Finally, I wish to thanks to my family for their patience and support.
(Kanwal Nadeem)

viii
Dedication
This modest exertion is dedicated to
My parents
Who brought me up to?
The point of fining
Where we are footing today, looking for
Most prominent, and gleaming
Future at the forefront, for which they
Sacrificed most of their past,
And to
My respected teachers who guided
Me throughout
Academic life

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Abstract
One of the major obstacles in learning is pupils fear to attempt test or assessment. In
2019 the action research was done to encourage students learning for betterment
.This study aims to diagnose individual student’s strengths and shortcoming and
remedy that by test. The objectives of the study were to explore the ways of
conducting tests to improve the students’ strength during academic performance.
To analyze new data with previous for the development of academic
performance. The methodology was used for sampling was Purposive 4 samples
was considered. Study bases on the test Pre-and Post except its daily test were
taken for assessing students’ concepts. For omitting prompt concepts were
cleared by scientific methodology as this study cover science subject in class 7th
findings were got in the form of students' test papers the result was satisfactory as
four test items used to assess. It should be imperative to take topic to topic
assessment by developing varieties of test items that was different from text book
by utilizing Blooms cognitive domain it was concluded that the systematic review
of study of diagnostic test accuracy is vital for effective evaluation of students
understanding it is imperative instrument to diagnose students learning and
concepts to remedies were short coming is found so that students become ready to
attempt their final assessment confidently.
Keywords: Remedy, shortcoming, imperative, purposive, strength, systematic,
confidently

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Chapter One
Introduction
1.1 Overview of Chapter
Chapter one is discussed as it contains Background of study in which the study background
is included such as what is the need of this study? Why this action research is conducted?
How it is performed? And where it is piloted? After discussing the background. Objectives
of the action research are talked about that directly concern with what is being expected to
be achieved at the end of each cycle and at the concluding too. Thereafter, the problem of
the statement is written. Which is too specific and major issue is stated in the form of
statement. Then after that, Significance and Scope of the study is deliberated in
which imperatives of the work and scope of the work is explained such as the ground area is
weighted therefore, this research will be beneficial. The purpose of the study is declared in
which the main reason is stated for working on this issue Hence, forth the research
questions are got together that describe the exact query which examine the study and focus
all investigation steps before and after. Then the delimitation of the practice is studied as
this action research is grounded in attached G.E.C.E (W) Elementary School that is its
boundaries and the researcher cannot allow ignoring it. After that ethical consideration is
described in which the ethical values are considered to generate good and respectable
environment. Then the key terms are defined which will be helpful for other person who
read this investigation. At the last of this chapter the sum-up of the whole chapter is
concluded in a nut shell.
1.2 Background of the Study
Concurring to instructive foundation Diagnostic test is the efficient instrument in which
student’s qualities and shortcoming is judged from profundity for overcoming the
shortcoming and advances the qualities Disha, n.d stated that the diagnostic test takes
up where the developmental test takes off. It implies by which a person profile is
analyzed and compared against certain standards or criteria. Suggestive test centers on
individual’s instructive shortcoming or learning insufficiency and distinguish the holes
in understudies. Diagnostic test is more seriously and act as an apparatus for
examination of Learning Challenges. This test is more frequently restricted to
understand capacity understudies, it is remedial in nature. Diagnostic test pinpoint the
particular sorts of blunder each understudy is making and looks for fundamental causes
of the issue. Millar & Hames, 2003 said that these give a fast implies of studying the

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understanding of understudies. Their presence has fortified numerous instructors to
alter their educating strategies and approaches, in reaction to what these give a speedy
implies of studying the understanding of understudies. Their presence has fortified
numerous instructors to adjust their educating strategies and approaches, in reaction to
what they seen as inadmissible execution by their claim understudies (Redish, 2003). It
is described by M.Gee Diagnostic tests are designed to imitator what will be on
the yearly summative assessment tests. This gives a good estimate of how
well the student will do on yearly tests that are great stakes for the teacher as
well as the student, as the exams show what the child involved in the last year
to get ready them for the next grade. These annual summative tests are used
to encounter the guidance No Child Left behind Act and state criteria.
Diagnostic tests are outlined to simulator what will be on the annually
summative assessment tests. This gives a great expectation of how well
the extra will do on yearly tests that are vast risks for the educator as well as
the understudy, as the tests look what the child involved within the closing year to get
ready them for the resulting analysis. These yearly summative tests are spent to
encounter. In instruction, a diagnostic test makes a change recognizes a student's
learning concerns so teachers can give instruction to cure those issues. Diagnostic tests
degree students' understanding of a subject area or abilities. Teachers frequently
regulate diagnostics for examining and math abilities, to supply medicinal instruction or
put stand-ins inside appropriately leveled classes. Several element instructors, in spite
of the fact that, provide progressive evaluations to measure what evidence understudies
bring to course. A few schools furthermore evaluate conceptions as a total, indicating to
expose usually held unwise judgments in particular subjects (McGee, 2018). Suzuki,
2013 stated that Most of current tests as it was account students’ enhance test scores, or
T-scores, which are almost no apply for giving diagnostic data to instruct teachers of
their students’ qualities and shortcomings. Moreover, it has been appeared that most
instructors have trouble in utilizing evaluation to move advancing their teaching. As of
late, cognitive diagnostic assessment (CDA) which is planned to point specific data
organizations and control aptitudes in understudies has pulled in an extraordinary
reduced of attentions
1.3 Statement of the problem
Being prospective teacher during teaching practice. Mostly, The major problem is faced in
Government Girls Elementary High School that during the mid and Final Summative

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Assessment students utmost bothered for the preparation of examination and it is obvious in
a class ground there are multiple levels of students and their learning acquisition style is
different to Another. Therefore, in response of this problem diagnostic test is chosen to
identify student’s strengths and weakness for providing remedial. A problem exists,
however, in applying the findings of this research to the classroom. One means of refining
the use of error research is by the use of diagnostic tests which combine the results of this
research. (David, 2007) .Culture has a deep effect on how students replied to 6 DAQ and
hence, affected the worth of the information achieved. The poor performance in the Brunei
study could also be clarified fairly by DAQ project, which was found to be not very
appropriate in the Brunei background. The study is known as 7 main difficulties when
investigating with the usage of DAQ and formative assessment in Brunei schools. They
contain the project of the DAQ, the instructor’s capability to practice it efficiently, ability in
the English language; teacher’s understanding on the subject matter; and classroom culture
(Chiu, 2008)
1.4 Objectives
The objectives are those given below are concerning my topic first three objectives are
written and other objectives are cited in the light of researcher’s views.
1. To explore the ways of conducting tests to improve the students' strength during
academic performance.
2. To Analyze new data with previous for the development of academic
performance.
1.5 Research Question
The following questions arise when the action research is conducted on the selected topic
some questions are taken from a researchers point of view to support study.
Q.1 what are the ways of conducting tests to improve the student’s strength during
2academic performance?
Q.2 what are the positive effects on students learning through diagnostic Pre and Post -
tests?
1.6 Significance of Study

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The essential significance of the study is that students will be assessed by teachers,
assessors, and also they will assess themselves. The knowledge which they have learned
and the weak area will be reviewed which has need to further work. They will learn by
their testing record. Diagnostic tests are designed to imitate what will be on the
yearly summative assessment tests. This gives a moral estimate of how well the
student will do on yearly assessments that are great stakes for the teacher as well
as the student, as the tests show what the child absorbed in the last year to prepare
them for the next class. These yearly summative tests are utilized to see the
strategies of the no child left behind Act and state criteria. Before a child steps
foot into the previous classroom for the new school year and puts letters on a hard
new page of paper, there has been a lot happening behind the scenes to prepare
the child and the teacher to give them their best educational year imaginable.
Diagnostic testing in education occurs before tutoring ever begins. The ungraded
tests assumed the previous year have a great purpose to measure individual child’s
knowledge and abilities to identify what they may require to flourish. (McGee,
Diagnostic Testing in Education, 2018) There’s no analysis, a specific test chooses what
and student identifies virtually the capabilities and thoughts that will be available within
the recent year. They deal support the teacher to plan lesson teaching skills and new
classroom procedures around the child’s specific abilities and weaknesses. The topic by
topic test can find what learning styles the kid responds to in organize to persuade the
important approaches about and move the student’s academic advance. Diagnostic testing
can moreover find where the child may be inattentive and where
the coaching they're receiving are omitted. (Dr. Kholoud Subhi Yaghmour, 2016) Due to the
significance of the diagnostic tests in assessing and measuring the attainment of students,
and the consequence of the mastery of the standards of increasing diagnostic tests by the
teachers, who are responsible for observing the pupils and assessing and improving their
progress, and recording their improvement, the teacher contributes achievement or failure of
the learning practice, through preparing and application of diagnostic tests. The researchers
observed some weaknesses in the practice of getting ready the diagnostic tests among the
teachers of the first three grades, which is one of their vital tasks, this study pointed at
exploring the level of mastery of the principles of developing diagnostic tests among those
teachers at the directorate of education in Bani Kenanah district. Cited in (Sheridan,
(2012)described that the results of diagnostic tests have assisted universities in devising
instructional approaches to mathematics teaching and curriculum based on students’ needs

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and activities. Subject lecturers also benefited from diagnostic test results, as it could alert
them on the students’ overall competency in basic mathematical skills for a particular
cohort. Furthermore, it can be used as a tool to inform an individual student of any gaps in
the level of knowledge he or she is assumed to have and take action to remedy the situation.
1.7 Scope of the study
This study is too much imperative for knowing students competencies in subject Science
through Diagnostic test and developing test items in the light of Blooms Taxonomy. It will
be effective in Govt Girls High School. For improvement the Science Subject by
implementing this research. Science teacher can easily find the difficulty in learning then try
to omit the weak areas of students. The scope of diagnostic test is much bigger than
the utilize of tests and examinations. It isn't reasonable to restrain the scope
of determination to finding the causes that interfered with the ordinary educational guess of
the understudies. An acceptable willpower may contain to apply of perceptions tests,
both mutual, specific, and characteristic achievement sorts of research capability device for
assessing solid movement, co-ordination and the like. Other forms of estimate such as
ranking scales, measured observation, analyses and interviews
can moreover be used for purpose in instruction
1.8 Purpose of Study
The purpose of the study is to extend students learning for future as the subject Science is
the knowledge of find things out through practical, observation, inquiry connecting with
daily life these all learn in the class ground after all of these diagnostic test is needed to
identify students need of learning if further work is needed for same work this is diagnosed
by test. Diagnostic test are "slight measure" tests, usually one-to-one, with the motive to
collect specific evidence to support organize a child's specific learning way. These may be,
but are not forced to; assessments that offer support identify actual knowledge weaknesses.
They are commonly, but not only, used for understudies with extraordinary needs. They are
frequently specified by extremely willing staff persons who get it the benefits and limits of
these tests. It contains a condition effort and so takes place sometime freshly instruction. It
might be used to decide the closeness of criterion abilities, to decide the pupil’s earlier level
of right or to categorize the understudy approving to changed features connected to
instruction. Dignostic assessment may too be used to choose important causes of
learning tasks. Dignostic assessment may combine institute of established achievement tests,
established diagnostic tests, teacher-made tests, observation and checklists. Recording

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and interpretation can be adaptable (based on standards) or criterion-referenced. Comes
about are generally acted as an individual profile of sub-skills. Teachers use diagnostic
testing data to monitor what and how they teach. They’ll expend more time teaching skills
students struggled with most on the diagnostic test. Diagnostic assessments can be a very
supportive device for parents. (The Purpose of Assessment, n.d) The feedback may, children
get on these tests lets us identify the exact parts where they may require further support at
home. (4 Common Types Of Tests Teachers Give (And Why), 2018)
1.9 Delimitation of the study
This research is conducted in the ground of Government Girls High School in class 7th
and it
is focused for Science Subject. This study leads to particular time period within semester 8th
It is limited to diagnose the problem and omit the obstacles. It has no broadness for
international level in it a teacher is trying to improve the learning of students.
The four circumstances have delivered awareness into the diagnostic points that are
practical by teachers. However, there are some boundaries to our numerous case studies.
This limited examining many case studies was implemented in one undergraduate platform,
which might bind the transferability of the findings. Another limitation arises from
collecting records in the third week of the study. These preliminary weeks of the inquiry
project might have directed the study to focus on advisers who were very elaborate in the
practice and, as a product, might have presented many more involvements than a counsellor
who is less straightly involved and who might give fewer instruction and description in the
concluding stage of the thesis. We admitted the requirement for more practical educations to
explore the diagnostic skills of teachers. We absorbed on how teachers were diagnosing
their students. Future researchers could be attentive on the implied diagnosis. Additionally,
trainings on teachers who have more teaching experience could be a topic of study. For
example, one could explore whether they would utilize more obvious diagnoses. Further
curious avenues for research contain exploring the potential changes between research
mentoring of the progress of a research plan and the texting of a final research report (kumit,
2018).
1.10 Ethical Consideration
In conducting research ethical consideration keeps a very powerful impact on the participant
who is linked in research project. It is necessary to inform before asking or collecting data
for the study to seek permission for running the cycles of research and for collecting data in

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the form of interviews recording the researcher must make sure the participant towards the
response has not been liked if they want to secure their data. The data which the participant
does not want to share with others the research must oblige and secure the data.
1.11 Definition of key terms
1.11.1 Diagnostic test
Diagnostic test is a form of pre-assessment that allows a teacher to know students' individual
strong point, weaknesses, understanding, and abilities previous to teaching. (Brummitt-Yale,
What is Diagnostic Assessment? - Definition & Examples, 2018)
1.11.2 Remedial
A helpful action is intended to correct something that is incorrect or to improve a bad
condition. (remedial)
1.11.3 Mentors
It is well-defined as an expert and confidential consultant. (mentor)
1.11.4 Struggled Students
Struggled students are defined as to try very hard to do, achieve, or deal with something
that is difficult or that reasons of difficulties in their learning. (Learner's Dictionary)
1.11.5 Strengthens
If something supports an individual or group or if they strengthen their place, they convert
more powerful and, trusted or more likely to succeed. (Definition of 'strengthen')
1.11.6 Instrument
An instrument is a device or tool that is used to do a specific assignment, specifically a
systematic task. (Definition of 'instrument')
1.12 Conclusion
It is concluded that diagnostic test is taking before the instruction to know the pupil’s
strength and weakness from the depth to remedy and prepare them for the annual assessment
it is countable in the effective learning to diagnose or identify and reduce to future learn

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Chapter two
Literature Review
2.1 Overview of Chapter two
Chapter two contains the literature review in which others work is selected for taking
support to this study. In this chapter historical background, need of diagnostic test, its
process, characteristic and theoretical framework of the study that work as backbone
of the study.
2.2 Literature Review on Diagnostic test
The researcher studied the practices utilized in each tool’s development, the
constructing of test items, and the ways used in the justification of those assessments.
Outcomes of the study presented that since the mid of the 1980’s, science schooling
has got an increase in the improvement and use of this type of formative assessment
on the college level. These two terms, CIs and DTs, are the new “fuzz words” in
learning assessment (Schaffer, April 2012 ) .Diagnostic testing in education
occurs before teaching always starts. The ungraded tests given the previous
year have a noble tenacity – to assess each kid’s information and
competences to locate what they may need to succeed. (McGee, Diagnostic
Testing in Education, 2018)Regular revising is a new technical method, concerned
with the development and application of methods for identifying relevant literature,
analyzing the material while increasing validity and precision, and presenting and
discussing the results in a way that does justice to the research question and to the
available evidence. The objective of this study was to review the systematic reviews
in laboratory medicine, to evaluate the methods applied in these reviews and the
applicability of guidelines of the Cochrane Methods Working Group on Screening
and Diagnostic Tests, and identify areas for future research. Studied 23 reviews of
diagnostic trials. Although all reviews share the similar simple method, there was a
comprehensive difference in the methods implies. There was no compromise on the
value criteria for presence of primary studies. The outcomes of the primary studies
were diverse in most circumstances. This was relatively due to project weaknesses in
the primary studies, but was also essential in the various study plans in diagnostic
trials. We observed alterations in the inquiry of the issues that cause diverseness of
the results, and in the summary measurements used to pool the data from the primary
studies. The extra diagnostic value of a test, after other test effects are taken into

9
concern, was only addressed in one study. (Oosterhuis WP1, . 2000). Diagnostic
testing and variation. Research recommends that educators’ observations of teaching
and learning powerfully impact how they teach and what pupils acquire or attain. For
conveying successfulness in classroom ground for teaching to help students’
considerate of students perception, suitable assessment tools have to be eagerly
accessible for usage by classroom teacher . (F.Treagust, 2012).
2.3 Rational of Diagnostic Test
Diagnostic assessment important both the teacher and the pupils. First, it permits
instructors to design significant and well-organized instruction. When a instructor
identifies accurately what pupils identify or don't know regarding to the topic, she can
emphasis instructions on the areas students still must to learn about rather than what
they already know. This omit student frustration and dullness.
Next, it offers evidence to modify teaching. It may express a instructor that a small
group of students requirements extra instruction on a specific portion of a unit or
course of study. He can then deliver remediation for those students so that they can
completely involve with new content. Likewise, if a educator determines that a group
of pupils has now learnt a big portion of a unit of study, he can plan activities that
permit that group to go beyond the standard curriculum for that topic through self-
determining or small group study.
Lastly, it generates a starting point for measuring upcoming learning. It displays both
the tutor and the pupils what is well-known before instruction has occurred. Thus, it
sets a standard on a topic. As the pupils move through instruction, they can get what
they are or aren't learning, and the instructor can give remediation or improvement as
required. (Brummitt-Yale, What is Diagnostic Assessment? - Definition & Examples
Video, n.d)
2.4 Theoretical Framework
The theoretical framework is the structure that can hold or support a theory of a
research study. The theoretical framework introduces and describes the theory which
explains why the research problem under study exists.as this study is taken support of
Blooms taxonomy for developing tests items. In this theory there were six levels were
included first two are not useful the using test item Mcqs and other four are utilized to
construct test.

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2.5 Conceptual Framework
2.6 Characteristics of diagnostic test in science subject
1. It desires an proficient of expert to recognize the cause for incorrect answers.
2. In Diagnostic test no marks is made for accurate answers, only incorrect answers
are find out into view in the structure of contents.
3. It completely stresses on all learning and teaching ideas.4
4. . It displays the items in learning arrangement so as to support transmission to
learning point.
5. It is a base to form lecture so as service the strugglers to improve their performance
omitting their problems. (Mallik, (n.d))
Diagnostic Test
Assessment on Domains
Concepts and Knowledge
Performance
Dependent VariablesIndependent Variables

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2.7 Process of Diagnostic test
Figure 1 Source: Process of Diagnostic test cited in (Disha, n.d)
2.8 Supportive Theory
2.8.1 Blooms Taxonomy
The reviewed Blooms Taxonomy is grounded upon the cognitive objectives model
that was established in the 1950's by Benjamin Bloom. According to Bloom, there are
six levels of cognitive behavior that can clarify intellectual talents and aptitudes
applied in the class ground (and in real life, for the difficulty):
Learner
1.look the
child
2.
Identify
the
problem
3. Planning
Assessment
Tool
4.
Administer
ed tools
5. Provide
Support
Systems
6. suggest
Learning
Mater
7.
Observe
Effect
8. Review
the
interventio
n
9. Re-Plan
and follow -
up

12
 Creating
Inspiring a single look at things in your own way or to produce fresh
perceptions or concepts. In Bloom's original taxonomy model this was
recognized as “synthesis”. It involves that the pupil use planning or
structural skills.
 Evaluating
This needs that beginners have a purpose behind the way of acting that
they acquired and contains investigation and guess. In this procedure, the
pupil is inquired to analysis or summarizes information.
 Analyzing
In this practice, students will have to analysis the facts that was provided
in order to fully grip the content (as it is now in more practicable chunks).
This generally involves pupils to use reasonable and/or deconstruction
skills.
 Applying
These questions beginners to practice evidence that they already have
extended, in order to answer a problem that may be alike in nature. This
includes application of previous knowledge and skills.

13
 Understanding
It includes that the students describe the condition or practice in order to
demonstrate that they have assumed the resources. This generally contains
brief, rephrasing or comprehensive explanations.
 Remembering
the beginner's capability to recall and ability to remember data. This
generally derives in the form of recognition, regaining, or listing.
According to the model, the initial two levels are characteristically not
perfect for multiple-choice tests, as they don't usually permit for
determined responses (and are categorized as “different philosophy”).
However, the latter four cognitive aptitudes permit for more probable, real
responses (also known as “convergent thinking”). As such, they are
flawless for learning tests that are planned nearby the multiple-choice
structure. It’s significant to comment that it can also converted a advanced
level thinking “divergent” inquiry into a “convergent” thinking multiple-
choice question if you confirm that it has a existing response. (Pappas,
2014)
2. 9 Multiple Choice Questions
Figure 1source Multiple Choice Question 2 (Mueller, 2018)

14
Scoring System Design and Description
2.9.1 MCQs (Multiple Choice Questions)
 Four response selections only single item is accurate
 Basic Scoring Rubric (one mark for a correct answer, or 0 marks for improper.
2.9.32 Merits
 Large Content in single test
 Counted simply and objectively
 Assessed understanding at several cognitive levels in taxonomy classification
2.9.3 Demerits
 Time Consuming in designing for teachers
 Extra time required by pupils to read and comprehend
 Determine in contrast to innovative, verbal students
 Writing style interrupts learners’ scores
2.9.4 Include three or four substitutes for multiple-choice items.
Observably, if it only has two alternatives, then the chance of predicting rises
expressively as there will be a 50% chance of receiving the item accurate just
by estimating. If it is contained in five or more substitutes the item converts
more and more puzzling or needs too much treating or cognitive burden.
Furthermore, as the number of distractions rises, the probability of containing
a bad distractor knowingly increases. Thus, research discovers that providing
three or four alternatives tips to the highest aptitude to differentiate between
those test-takers who comprehend the data and those who do not. (Haladyna &
Taylor, 2002,2005)
2.10 Subjective type test
Subjective which give authority to the student to establish and present a
creative answer Example: short-answer essay, extended-response essay,
problem solving, performance test items Essay tests are suitable when:
 It makes sure to encourage and reward the development of student skill in
writing

15
 You are more interested in exploring student attitudes than in measuring
their achievement
Subjective and objective are terms used to state to the scoring tests. All test
items, no matter how they are developed, need applicants to use a subjective
conclusion. In an essay test, for example, applicants must consider about what
to say and then definite their ideas as well as probable; in a multiple choice
test they have to consider wisely all the alternatives and choice the best one.
Additionally, all tests are created subjectively by the test maker, who chooses
which parts of dialectal to test, how to test those specific areas, and what sort
of items to practice for this purpose. Thus, it is the only scoring of a test that
can be defined as objective. This is meant that a tested will score the same
mark no matter which assessor results the test. Pupils will often find that tests
are more puzzling when they progress from one grade to the next, and
sometimes when they move from one instructor to another. This sometimes
occurs since the test questions they encounter move from objective-type
questions to subjective-type questions.
2.10.1 What is a Subjective Question?
Subjective questions are questions that need responses in the form of descriptions.
Subjective questions contain essay questions short answer, explanations, consequence
questions, and opinion questions.
5.10.2 What Does Subjective Mean?
Subjective means:
 It's based on opinion
 It includes individual feelings
 It depends dent on the situations of the mind
 It may be general
Evidently, when the methodology a test with subjective test questions, you
should get ready to pull from the class readings and lectures for answers, but
you will also use your mind and your feelings to make logical claims. You’ll

16
have to provide examples and evidence, as well as justification for any
opinions you express. (Fleming, 2018)
(Fleming, 2018)
. Subjective which persuade the student to establish and present a creative answer
Examples: short-answer essay, extended-response essay, tricky answering,
performance test items
 the group to be experienced is minor and the test is not to be use again
 demand to inspire and return the development of student skill in text
 The more attentive in exploring student approaches than in assessing their
attainment (Johnston, 2015)
2.11 Conclusion
It is concluded that the second chapter of this thesis is basically is secondary
data collection that support this research work in light of expertise work for
continuation of the study.

17
Chapter Three
Research Methodology
3.1 Overview of Chapter Three
Chapter three contains research methods which are used for running cycles of
research, for collecting data the sampling and population method or way applied to
conduct this action research.
3.2 Research Philosophy
Research philosophy is the approach to select the data which will be collected,
analyzed data for finalized research. Research philosophy deals with the source,
nature and development of knowledge. The research philosophy is used in this study
is Interpretivisminwhichsmallsampledataisgatheredbutindepthandresearchisqualitative.
3.3 Research Design of the study
3.3.1 Reconnaissance
3.3.2 Meeting with Head Mistress
It is discussed as for conducting action research as the topic is “The Impact of
Diagnostic Test for Enhancing Students Learning “First The meeting was conducted
with H.M (Head Mistress) and introduced her with topic and ask permission for
conducting research.
3.3.2 Interview of teacher
Research Design
Reconnaissances Interview of
Teacher
Cycle 1
Pre-test
collect Data
Observation
of past paper
Cycle 2
Teach lesson
Cycle 3
Post-Test

18
Teacher interview is conducted through an open-ended questionnaire. The interview
is taken from Science teacher who teaches in class 6th
and 7th
as the research is
grounded in class 7th
.
3.3.3 Observe the past Paper
The Annual paper of class 6th
is observed for further action, Now that class is
promoted in class 7th
.
3.3.4 Cycle 1 Pre-test
Pre-test consists two sections, one is Descriptive and second is Mcqs.Three items are
included in this test.
3.3.5 Cycle 2Action Plan
An action plan is developed to remedy to develop understanding in the light of pre
test.for making the study active.
3.3.6 Cycle 3Post-test
Post-test is taken to re-test the topic is being taught for diagnosing the strength and
weaknesses of students. And develop a portfolio of test.
3.4 Overview of Action Research
Action research is described as the problem is found out to provide a remedy of
students' learning. Action research states to a wide variety of evaluative, analytical,
and investigative research methods designed to diagnose problems or weaknesses,
whether structural, educational, or instructional and help educators develop real
solutions to discourse them speedily and capably. Action research may also be applied
to platforms or educational practices that are not certainly experiencing any
difficulties (Action Research, 2015)
3.5The Action Research Process
Educational action research can be involved in by a single teacher, by a group of
colleagues who share a curiosity in a same problem, or by the whole faculty of a
school. Whatsoever the situation, action research always contains the similar seven-
step procedure. These seven steps, which become a never-ending cycle for the
inquiring teacher, are the following: (Sagor, n.d)
1. Selecting a focus
2. Clarifying theories
3. Identifying research questions
4. Collecting data

19
5. Analyzing data
6. Reporting results
7. Taking informed action
3.6 Action Research Approach
The approach is followed Cross- sectional in which the time is limited to, conduct
action research it is grounded in Government Girls High School attached with
G.E.C.E (Government Elementary College of Education Women).It is limited
and in the boundary of the school.
3.7 Action Research Framework
Figure 3 adopted from action research The Encyclopedia of Human Computer
(KOCK, 1978)
3.7.1 Step 1 Diagnosing Identifying and defining a problem
The first step of action research framework is to identify the problem the main weak
point of the students that has needed to improve.
Dignosing
Identifying
and defing
a problem
Action
Planning
consedering
alternative
courses of
action
Taking
Action
Selecting a
course of
action
Evaluating
studying the
consequenc
es of an
action
Specifying
Learning
Identifying
gernal
findings

20
3.7.2 Step 2 Action planning considering alternative courses of action
After diagnosing the problem an authentic and full of learning action plan is
developed to remedy the weakness and promote strengths.
3.7.3 Step 3 Taking Action selecting a course of action
Now the developed learning action plan is acted or delivered to teach students
according to their needs and learning styles and the content topic is thought.
3.7.4 Step 4 Evaluating studying the consequences of an action
The data assessment which is gathered during and at the end of session is evaluated to
judge the action which is taken by researcher either that is running effective or need to
review.
3.7.5 Step 5 Specifying Learning Identifying general findings
The findings which is collected after evaluation was finalized for making final result
of students learning and the specific area is evaluated for further work.

21
3.8T ime Span
S.no Date Action Place Tool Planning Success
01 16-9-19 Reconnaissan
ce
Govt Girls High School
Attached with GECE W
Hyd
Report Observation
Check previous paper
Achievement
02 18-9-19 Interview of
teacher
-do- Interview
Questionnaire
Observation
Collecting responses
Achievement
03 24-9-19 Pre-test -do- Test
questionnaire
Observation ,data collection of
students ‘learning
Achievement
04 25sep
to 1
Nov
Delivering
lessons
-do- As required in
teaching
To clear concepts Achievement
03 2-11-19 Post-Test -do- Post-test
questionnaire
Observation and data collection Achievement

22
3.9 Population of the study
The population of this study is mostly consists on students of class 7th
in science class
The name of the School is Government Girls High School attached with Government
Elementary College of Education( Women) The total population of class is eleventh
students.
3.10 Sampling Design
Sampling: It is the process of selecting the sample for approaching the population
specific in other words; it is the process of finding evidence about a total population
by observing only a Chunk of it. (Kabir, 2016)
Sample Techniques OR Methods
3.10.1 Purposive Sampling
Purposive sampling (also recognized as judgment, choosy or individual sampling) is a
sampling technique in which researcher trusts on his or her own finding when
selecting fellows of the population to participate in the study.
Purposive sampling is a non-probability sampling method and it occurs when
“features selected for the sample are selected by the decision of the researcher.
Researchers often trust that they can obtain a demonstration sample by using a
comprehensive judgment, which will result in valid period (Black, 2010)
3.10.2 Sample Size
The size of the sample is for 4 students of class 7th
who are failure in test and also in
the annual examination.
3.11 Data collect/Data Analysis Techniques
The imperative and according to requirement of this research tool will be used for
collecting and interpreting of data such as;
3.11.1 Report
A report is written after every action that is taken place for the reflect of the study.
3.11.2 Interview Questionnaire

23
Interview questionnaire is developed for collecting the data according to subject
matter for taking information of ways that teacher is using for testing and
teaching.
3.11.3 Pre and Post-Tests
PRE AND POST OR test-retest will be for measuring students’ competency
before and after the test.
3.11.4 Competency Portfolio
Students’ competency portfolio is developed to keep the record of students’
achievements in a place to know the competency.
3.12 Data Collection Method
Both types of data is collected through primary (face to face data) and Secondary
(through books, internets articles)
3.13 Conclusion
It is concluded that Chapter three is basically the section of a thesis in which the
methods, approaches are described which are used to conduct research. Research
cycles and time to time work and those actions are taking place are discussed,
Population, which is sampled are focused for study and work.

24
Chapter Four
Data Analysis and Discussion
4.1 Overview on chapter
This chapter contains analysis of action research cycles Reports on reconnaissance,
observation concerning the research topic what planning is done for action, and over
all reflection on cycles.
4.2 Data analysis
Research data analysis is a process recycled by investigators for falling data to a level
and interpreting it to derive perceptions. The data analysis process supports in
reducing a large piece of data into smaller remains, which sorts logic. (Bhat,
n.d)Qualitative data refers to non-numeric information such as interview records,
notes, video and audio footages, pictures and papers. (Dudovskiy, 28-NOV-2019)
4.3 Reports on Action Research Cycle
4.3.1 Report on: Reconnaissance
Plan
It is planned to conducted meeting with Head Mistress of School Government Girls
High School at 16-9-19 researcher went to venue or school for asking permission for
action research with the Head Mistress there the research topic was introduced as the
topic is “The impact of Diagnostic test for enhancing students learning at elementary
level “during the meeting the time duration of field is discussed and also the
assessment procedure when and how it take place is any monthly report is sent at
home or how students are evaluate during the classes did any form of test conduct?
These all questions were asked with Head Mistress the responses of Head Mistress
was two times assessment are conducted in form of Midterm and final term in which
students are evaluated and as your question concerning test you may ask about it for
subject teacher except it she told that any kind of cooperation you needed you may
easily ask for that, then the research demand was to share final exam past paper of 7th
class students final exam. Then School of Head Mistress shared past paper of students
o class 7th
.It is observed that 4 students were almost fail and were promoted pass for
next 7th
class in subject science. Researcher asked to Head Mistress for capturing
papers she refused to capture. Then the name of the students who were failing is
written for keeping mind for action research.

25
Act
The meeting will be conducted to Head Mistress the researcher maintain tool of
interview for conducting interview with science subject teacher concerning test almost
10 questions were developed to collect information of students assessment ,parents
participation etc. The interview is conducted with subject teacher on 18-sep-2019 to
know her way of testing and to know how she fulfils students need and strengthens
their learning
Observe
The observation is concerning the meeting with Head Mistress she was ready to
support the H.M of school said welcome to researcher and make sure for help after
that researcher asked for past annual paper of class 7th .The papers were shared with
researcher four students were found they have not even sense to identify simple
machine in annual paper they drew washing machine as simple machine it means they
have not authentic knowledge they were fail in exam but they were got promoted pass
.after that when at 18 sep during interview researcher asked about test, their record
and also participation of students from subject teacher and noted her answer on
papers.
Reflect
It is reflected that the Head Mistress was very kind woman she assured full school
cooperation concerning research .the past papers were not reflecting students
creativity and conceptual understanding past papers just contain theoretical questions.
That shows students memorization skills. After that interview with science subject
teacher somehow it is useful just like it is shared that she had covered three units in
science class 7th
and she take weekly tests.

26
4.3.2 Interview
4.3.3 Thematic Interpretation on the responses of Teacher from Interview (Initial coding)
S.NO TR1 Initial code
1. Yes, I conduct test during teaching in the classroom. Test Conduct Text
2. I take oral and written on the board for make them firmly memorized. Oral and written
3. Yes, but not in daily bases test is taken week and Month vise. Not daily basis but weekly
4. But not regular because of shortage of time and course Length does matter. Lack of time
5. All students take part in the giving task except two Students. Interest in class
6. As usual, every classroom has three categories of Students, such as fast, middle, and
slow learners. Therefore Equal performance is not looked over. They do work as
They have ability.
Mantle level
7. I maintained test copy for keeping record in which students just do test Maintain Record
8. I take test then retest, even if slow learners get the topic clearly Retest as slow learner learn
9. NO they do not take part even they do not act as responsible. No parent involvement
10. Call them for meeting, but after that no improvement take place, and if I give bit
punish to students they are being Absent that is why I try to deal with them friendly
way.
Parents do not take interest
and improvement of
students/children
Table 1. Thematic Interpretation on Interview (Initial coding)

27
4.3.4 Interpretation of Interview on Themes and Focused coding
S.NO Focus Code Major themes Code
1. Test Conduct Text A Participation P
2. Oral and written A Assessment A
3. Not daily basis, but weekly A Lack of time L T
4. Lack of time LT Maintain Record MR
5. Interest in class P Mantle Ability MA
6. Mantle level MA
7. Maintain Record MR
8. Retest Of Strugglers learner
as learn
MA
9. No parent involvement P
10. Parents do not take interest
and improvement of
students/children
P
4.3.5 Thematic Analysis of Interview on frequency/percentage
Major Themes CODE Cumulative
Analysis
Participation P 3
Assessment A 3
Lack of time T 1
Maintain Record MR 1
Mantle Ability AB 2

28
Figure 4Thematic Analysis of Interview on frequency/percentage
4.3.6 Findings on themes
This theme shows the major affected areas in a classroom that is discussed at
interview those are:
4.3.6.1 Participation
The important theme of the interview is that Participation where the respondent said
that students do not take interest and as well as their parents too, if the meeting was
conducted parents do not come to join teacher and if the test was announced students
mostly absent.
4.3.6.2 Assessment
Concerning assessment respondent or subject teacher said that she conducted varieties
to taste just like the mix and take monthly test, and if students seemed a failure in the
test she conducted retest for betterment of students learning
Participation
30%
Assessment
30%
Lack of time
10%
Maintain Record
10%
Mantle Ability
20%
Thematic Analysis of Interview on frequency/percentage

29
4.3.6.4 Maintain records
When the question was asked regarding students ‘record the respondent or teacher
told she maintained test copy and take a test on it.
4.3.6.5 Lack of time:
Shortage of time for completing course, it’s hard to take assessment hand to hand,
lack of time in interview teacher discussed as for her taking assessment its
complicated therefore she takes in weekly or monthly assessment.
4.3.7 Discussion on interview finding
It was the last step in Reconassaiance to conduct interviews with subject teacher so
that it can be easily moved towards cycle one almost 10 questions were asked by
teachers concerning test or assessment to know about her methodologies, strategies,
and techniques those she used to find out students strength and weaknesses she
discussed in interview teacher all students take part in activities except 2 students.
There is no Parents' involvement. She further shared that she maintained students
record of performance or test in the form of test copies.She took test not in daily basis,
but weekly and monthly she unable to take daily tests because of a shortage of time
and the big pressure to cover the course.
4.4.1 Report on Cycle 1: Pre-test
Plan
On 19-Sep the plan was that to check test record copy for knowing how much
students have gained in 3 units of science, but there was no record in the form of test
copy then research observe to develop pretest items to judge students' competencies
for further action. On 23-Sep-2019 pretest instrument table of specification is
developed first that is also called blue print for test three chapters that science teacher
discussed has covered are assessed. Four test items are included in test Multiple
Choice Questions (5Marks)Fill in the blanks(5 Marks)Column matching (4 Marks)
and short and essay type questions (6 Marks)in descriptive test choice is given from 6
questions in which students have to attempt 3 questions time is allocated 1 hour.

30
Act
The Pre-test was conducted in class 7th
of science subject within 1 hour in 24 –Sep-
2019. It was a map to reach students’ strength and weaknesses that are helpful tool to
diagnose students approach in their content covered.
Reflect
The reflection is about conducting pre-test is the students were worried to see
objective type test and also confuse how flow chart will be drawn as research
motivate them and make them understand the questions demand and how it has to
attempt. Even if students had been relaxed to say if they cannot get the answer they
can leave that question.

31
Result of Pre-test
S.no Students'
Name
Father
Name
Max
Marks
Mcqs Fill in the
blanks
Column
Matching
Descriptive
Question
Obtained
Marks
20 5 5 4 6
1 Maria Jamil 20 3 2 4 3 12
2 Anjlee Jetha Ram 20 3 1 2 0.5 6.5
6 Noor Fatima M.Umer 20 3 1 4 0.3 8.3
10 Umama Saeed 20 4 0.5 1 0.1 5.6

32
4.4.2 Pre-test Result
4.4.3 Analysis of Pre-test Result
Figure 5 Analysis of Pre-Test
20
5
5
4
6
20
3
2
4
3
12
20
3
1
2
0.5
6.5
20
3
1
4
0.3
8.3
20
4
0.5
1
0.1
5.6
Max Marks
Mcqs
Fill in the blanks
Calumn Matching
Descriptive Question
Obtained Marks
Umama Noor Fatima Anjlee Maria

33
4.4.4 Discussion on Pre-test Result
It is discussed concerning students Pre-test result students had no clear concepts they
were frustrated even if they do not know how to attempt flow chart questions. Not
only concepts but also they have no scientific knowledge of terms, terminology even
they were unable to understand what was question demanding to solve? They have
merged the concepts of transportation and pollination even they did not know the term
“human” meaning students were discussing human digestive system in pollination. it
was very shocking it means students need to learn the topic from the starting in test
only a student has got 12 marks from 20 except her all students got less marks. The
researcher makes sure to make students teach in proper manners so that students
attempt test confidently.
4.5.1 Report on Cycle 2: Delivering Lesson
Plan
It is planned to clear the concepts of students through delivering lesson 25 September
to 1 November that must be based on scientific methods demonstration, practice,
observation, 10 Standard of NPST was incorporated in lesson planning and also in
delivering of lesson one by one topic was taught. Except it after completing topic
homework was assigned in the form of reading the topic which was taught in the
class. Next day daily test was conducted before starting a new topic so that students’
knowledge will be judged and missing concepts should be cleared. Test item was
changed on a daily basis, sometimes MCQs, Sometimes Fill in the blanks, descriptive
and column matching test duration was (10Mins).
Act
The lessons were taught one by one of three units of science subject in class 7th
lessons were interesting and according to scientific methods students understanding
checked hand to hand after delivering each lesson daily test were conducted as an
additional work for the betterment of student learning.

34
Observe
It is observed from Pre-test result students need to clear their concepts some students
just know the process but do not know the scientific terms, mostly were unable to
attempt descriptive questions .they were unable to draw flow chart it means they were
unable to create their views on the paper.
Reflect
The reflection is concern with the delivery of lesson those were tested by Pre-test it
was fun to teach science at the time of delivery of lesson some students were still not
give correct responses sometimes looked they were not present in the classroom
researcher engaged them with asking questions motivate them with clapping and with
good remarks it was little bit hard for sindhi medium students because the researcher
medium of English was changed but mostly sindhi medium students were good
picker .it is found during daily test students were enthuse to do test and it was bit
satisfaction to see students relaxation was better than pre-test.
4.6.1 Report on Cycle 3: Post-test
Plan
It is planned to conduct post-test after clearing concepts of students that was run on 2-
11-19 same time was allocated 1 hour and same test was conduct as pre-test .four test
items are included in test Multiple Choice Questions (5Marks) Fill in the blanks (5
Marks) Column matching (4 Marks) and short and essay types questions (6 Marks) in
descriptive test choice is given from 6 questions in which students have to attempt 3
questions.
Act
On 2 Nov 2019 post-test was conducted to assess and evaluate students’ knowledge
and concepts .to make sure have students able to attempt test with ease students have
attempt questions within 1 hour .
Observe

35
Researcher observed that students were attempting test with less stress rather than
before it means if the conducting test procedure may be apply students can get away
from test or assessment phobia and their learning will much better than now test was
conducted within 30 mins as usual but the test hall is applicable during test.
Reflect
It is reflected that the present result during the test much better than the previous time
the reason behind it may be students were familiar the test as it had been taken before
but another satisfaction was that students did not need to say let me memorize first
they were ready for test as research inform them that today is your test they accept
situation calmly and prepare themselves for test seating arrangements.

36
4.6.2 Post-test result
Result of Post-test
S.no Students' Name Father Name Max
Marks
Mcqs Fill in the
blanks
Column
Matching
Descriptive
Question
Obtained
Marks
20 05 05 04 06
1 Maria Jamil 20 4 4 4 4 16
2 Anjlee Jetha Ram 20 3 4 3.5 5 15.5
6 Noor Fatima M.Umer 20 4 3 4 4.5 15.5
10 Umama Saeed 20 3.5 2.5 4 4.5 14.5

37
4.6.3 Discussion on post- test Analysis
It is discussed as the students’ test result is satisfactory than the previous test now they are
able to share their knowledge in good way. It was satisfied with the learning of students
become easy through demonstration and practical approach and time to time taking tests or
assessment. Taking assessment can be fun if the teacher take it topic to topic, for example
teacher should try to develop varieties of test tool that consume less time to attempt in the
such manner teacher can also escape her time and make sure students have got the topic or
20
5
5
4
6
MaxMarksMcqs
Fillinthe
blanks
Column
Matching
Descriptive
Question
Obtained
Marks
20
4
4
4
4
16
20
3
4
3.5
5
15.5
20
4
3
4
4.5
15.5
20
3.5
2.5
4
4.5
14.5
Analysis of Post-Test
Umama Saeed Noor Fatima M.Umer Anjlee Jetha Ram Maria Jamil
Figure 6 Analysis of Post Test

38
not it will take or raise the result above than now satisfactory result can be excellent if the
procedure of taking test must be applied.
4.7 Conclusion
In conclusion action research cycles are developed to overcome the issues that is working
with to resolve in class ground there were three cycles were developed to omit the issue in
learning science concepts by using diagnostic study. The chapter four contains three cycles
those were run in research and their analysis. With reports and graphs

39
Chapter five
Discussion, Summary, Conclusion, Suggestion
5.1 Overview of Chapter
In this chapter the final discussion of action research will be discussed this chapter is the
conclusion of all over the thesis.it is the sum-up the thesis in which result will be declared
after that recommendation is shared.
5.2 Discussion is concerning Chapter 4
Research data analysis is a procedure recycled by researchers for falling data to a story and
interpreting it to derive visions. The data analysis process services in reducing a large piece
of data into smaller fragments, which makes sense. (Bhat, n.d)
Chapter 4 was basically the analyzation and interpretation of all over the thesis in which the
tool which researcher utilized in the thesis to collect data and also collected data will be
analyzed and interpreted. In the Reconassaiance first meeting was conducted with Head
Mistress then past, papers were observed after that interview was steered with subject teacher
so that it can be easily moved towards cycle one almost 10 questions were asked with
teachers concerning test or assessment to know about her methodologies, strategies, and
techniques those she used to find out students strength and weaknesses she discussed in
interview teacher all students take part in activities except 2 students. There is no Parents'
involvement. She further shared that she maintained students record of performance or test in
the form of test copies.She took test not in daily basis, but weekly and monthly she unable to
take daily tests because of a shortage of time and the big pressure to cover the course.
It is discussed concerning students Pre-test result, students had no clear concepts they were
frustrated, even if they do not know how to attempt flow chart questions. Not only concepts,
but also they have no scientific knowledge of terms, terminology even they were unable to
understand what was question demanding to solve? They have merged the concepts of
transportation and pollination even they did not know the term “human” meaning students
were discussing human digestive system in pollination. it was very shocking it means
students need to learn the topic from the starting in test only a student has got 12 marks from
20 except her all students got less marks. The researcher makes sure to make students teach
in proper manners so that students attempt test confidently.

40
5.3 Summary of Diagnostic test for enhancing student’s learning
It is summarized the aim of this study is to explore students’ knowledge strength and short
comings in depth and overcome the weakness .the major weakness are found in science
subject in class 7th
students had problem and difficulties in conceptual understanding they
were unable to diagram in science they were merging different concepts in one context these
issues were found in teaching practice .it was also found students used to be frustrate when
they listen concerning assessment or test. Researcher firmly realized there must be any
solution to this problem .for achieving purpose and goal researcher choose diagnostic test to
evaluate students’ performance At first meeting will be conducted to Head Mistress the
researcher maintain tool of interview for conducting interview with science subject teacher
concerning test almost 10 questions were developed to collect information of students
assessment, parents participation etc. It was the last step in Reconassaiance to conduct
interview with subject teacher so that it can be easily moved towards cycle one almost 10
questions were asked with teacher concerning test or assessment to know about her
methodologies, strategies, and techniques those she used to find out students strength and
weaknesses she discussed in interview teacher all students take part in activities except 2
students. There is no Parents involvement. She further shared that she maintained students
record of performance or test in form of test copies .she took test not in daily basis but
weekly and monthly she unable to take daily tests because of shortage of time and the big. It
is discussed concerning students Pre-test result students had no clear concepts they were
frustrated even if they do not know how to attempt flow chart questions. Not only concepts
but also they have no scientific knowledge of terms, terminology even they were unable to
understand what was question demanding to solve? They have merged the concepts of
transportation and pollination even they did not know the term “human” meaning students
were discussing human digestive system in pollination.it was very shocked it means students
need to learn the topic from the starting in test only a student has got 12 marks from 20
except her all students got less marks. Researcher makes sure to make students teach in
proper manners so that students attempt test confidently. And at last post-test was conducted
to judge the all over learning it was very satisfy result students were attempting test with keen
and the frustrate environment has reduced it was researcher achievement if students out of
under pressure and the result was found out satisfactory not too well but satisfied.

41
5. 4 Conclusion on Diagnostic test for enhancing student’s learning
It is concluded that the systematic review of study of diagnostic test accuracy is vital for
effective evaluation of students understanding it is imperative instrument to diagnose students
learning and concepts to remedies where short coming is found so that students become ready
to attempt their final assessment confidently .this study consists on Reconnaissance, Pre-test,
delivering lesson to clear concept of topic, additional work is done by researcher in form of
daily test.in daily test only one item of test selected from the choosing criteria, and then Post-
test for the final evaluation of thesis. The result was satisfactory this study was time
consuming .it can be moved for further improvement and the element of satisfaction can be
changed into good or excellent.
5.5 Recommendations on Diagnostic test for enhancing student’s learning
Following are the recommendation concerning the study findings that observed
during conducting action research in field: It is recommended to the Science subject
teacher
5.5.1 Use scientific method and approach
Teacher should use science methods to teach students rather than passive lecture
method. Science is the way to finding things out not to learn in class with passive
way.
5.5.2 Take daily test
Test is an instrument in which students competencies are judged to change or modify
methodology according to students need. The word test states to the wide variety of
approaches or tools that teachers use to calculate, measure, and paper the academic
willingness, knowledge improvement, skill achievement, or educational requirements of
students (Assessment Reform, 2015)

42
5.5.3 Construct multiple test items
Teacher should made daily test to know students learning for that she should construct
multiple test item not just descriptive types of test first of all she should know the type
of test.
5.5.4 Clear concepts of students connecting topic with daily life examples
Teacher should connect the topic with daily life examples .if she does the knowledge
of students will be lifelong learning and they will become more confident to share
their views.
5.5.5 Develop the sense of observations
The teacher should make sure to develop in the student’s sense of observations and
note the observations in their notebook if students will become observer they will get
the why? The question in their life that will support in their learning.
5.5.6 Make students recognize scientific terminology
The teacher should make students remember the scientific terms that will provide
confidence in students if they will be any scientific conference or in viva voice they
will confidently convey their scientific knowledge.
5.5.7 Maintain student's competence portfolio record
The record is apprehensive students’ assessment performance or test record in which
students’ concept can be judged easily to cure them from depth towards learning. One
of the vital responsibilities as a teacher is to maintain student records. Academic
performance records, such as grades and report cards, provide vision about student
improvement and help parents and teachers make significant choices concerning
pupils' learning needs. (Mills, n.d)
5.5.8 Entrée with the student's background for improving students learning
As it is obvious students' background does matter on students’ performance as much
parent’s involvement and students ‘involvement will increase students or children will

43
enhance their learning. The best judge of student success is the point to which families
encourage learning at home and involve themselves in their child’s edification.
When parents are engaged in their children’s school lives, students have the home support
and knowledge they need to not only finish their tasks, but also develop a lifetime
affection of learning. (How Parent Involvement Leads to Student Success, ,2018)

44
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52
Appendix B
Interview of Teacher
Dear Teacher: adopted from (Diagnostic testing and changes to teaching practice, 2014)
I am Prospective Student, B. ED (Hons) for the purpose of the study and presentation of
conducting research on the Topic
“Impact of Diagnostic Test for enhancing students’ learning at elementary level”
I request you to spare of your valuable time for providing the details indicating in the
interview given below. I assure you that the data generated will be kept confidential and
utilized only for research proposal.
Part A:
Name of Teacher: Miss I.M Class: 7th
School: Government Elementary School of Education (Hyd) attached with
G.E.C.E.(W) Sub: Science
Q.1 Do you conduct testing during teaching in the classroom?
Res: Yes, I conduct tests during teaching in the classroom.
Q.2 which item / type of test do you use for the betterment
Of students learning?
Res: I take orally and written, on the board to make
They firmly memorized.
Test Conduct
Oral and Written
Test type
During teaching

53
Q.3. Do you use multiple choice items in daily, weekly,
And monthly test?
Res: Yes, but not in daily bases test is taken week and
Monthly.
Q.4 why do you not apply varieties of test on regular bases?
Res: I use M.C.Qs, Short and long question answer for test
But not regular because of shortage of time and course
Length does matter.
Q.5.How many students do participate in the classroom of
Concern subject?
Res: All students take part in the giving task except two
Students.
Q.6. How do students show their ability/performance into
Test paper?
Res: As usual, every classroom has three categories of
Students, such as fast, middle, and slow learners. Therefore
Equal performance is not looked over. They do work as
They have ability.
Not daily but
weekly and
monthly
Mcqs, short,
long question.
Lack of time
All Except 2
According to
categories fast,
slow, and middle
Multiple choice
tests
Varieties of
test
Students’
participation
Ability/
performance

54
Q.7. How do you maintain records of students' participation?
Into test?
Res: I maintained test copy for keeping records in which
Students just do testing.
Q.8 what action do you take for further, if you found
Weakness in subject matter for the betterment of students?
Res: I take test, then retest, even if slow learners get the
Topic clearly
Q.9. Does parent take part in students' learning? If yes/
Then what kind of involvement?
Res: NO they do not take part even they do not act as
Responsible.
Q.10. If no/ then what do you do for improvement?
Res: I call them for a meeting, but after that no improvement
Take place, and if I give bit punish to students they are being
Absent that is why I try to deal with them friendly way.
Test copy
Test re-tests
No Parents
participation
Deal friendly
Maintain
record
Found
weakness and
strength
Parents’
involvement
Improvement

55
Appendix C
Table Of Specification

56
Appendix D
Pre and Post-Test

Thesis: Impact Of Diagnostic Test For Enhancing Student Learning At Elementary Level

Thesis: Impact Of Diagnostic Test For Enhancing Student Learning At Elementary Level

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