The document discusses diagnostic testing as a process to identify the causes of learning difficulties in children. It explains how diagnostic testing helps identify strengths and weaknesses, plan appropriate instruction, and ensure effective learning. The key steps in diagnostic testing are identifying problems, locating errors, determining causes, and suggesting remedies. Remedial teaching then focuses on providing additional support to address weaknesses, using different teaching strategies and resources. The document outlines the role of teachers in diagnostic testing and remedial teaching, as well as different types of diagnostic tests, test construction, administration, and the diagnostic testing-remedial teaching cycle.

1. Diagnostic Test and
Remedial Teaching in
Mathematics
Dr. Manju Gehlawat Hooda
Assistant Professor
C. R. College of Education, Rohtak

2. What do we mean by diagnostic
Testing?
 It is the process of
determining the causes and
nature of learning
difficulties and deficiencies
experienced by children.
• It is beneficial for both the
gifted and those having
learning difficulties

3. How Diagnostic Testing
helps?
 to identify strength and
weaknesses of children
 to identify weakness of
teaching
 to plan appropriate corrective
instruction
 to ensure effective learning

4. Steps in Diagnostic Testing
Identifying children having problems
locating the errors/learning difficulties
Why did the errors/learning difficulties
happen
what remedies are suggested
How can the errors be prevented

5. Role of a Teacher?
To identify learning difficulties of children
Develop and use tool for diagnosis
Plan strategies for remedy
Provide remediation
Assess effectiveness of remedy

6. How diagnostic test is different from
unit test/achievement test?
• It focuses on operations/concepts, in which children
are having difficulties?
• It attempts to diagnose the actual cause of
difficulty/difficulties.
• Items in diagnostic test are generally related to
various sub-steps/operations involved in a concept.
• Assess every individuals on every item to diagnose
the problem.
• Sampling of items is very detailed and are
comparatively longer

7. TYPES OF DIAGNOSTIC TESTS
• Standardized Diagnostic Tests
• Teacher Made Diagnostic Tests

8. Construction of
Diagnostic Tests
• Content analyzing and identifying learning pointsPlanning
• Objective, short answer are widely usedWriting items
• Rigidity in blue print and time limit can be avoidedAssembling the test
• Provide clear cut directionProviding directions
• Preparing scoring key and marking schemeAssessment Process
• Review the test before administrationReviewing

9. TYPES OF QUESTIONS/ITEMS
• OBJECTIVE TYPE TESTS
1. True /False
2. Completion Type/Fill in the Blanks
3. Multiple Choice Type
4. Matching Type/Match the Following
5. Ranking or Rearrangement Type
6. Analogical Type
7. Recollection Type

10. Administration of Diagnostic
Tests
 Tell children, the test is not to assess success or
failure
 Conduct test in a feel free environment
 Inform children not to engage in unfair means
 Help children if they require any assistance,
 Make sure that children attempt all questions
 Allow flexibility in duration of tests

11. Remedial Teaching
 It is a multifaceted approach
involving teaching for providing
additional support.
 Focuses on skills rather than learning
content
 Help is offered to pupils who need
assistance
 Teacher uses extra hours, weekends
and holidays
 Use various resources and different
teaching strategies
 Also known as compensatory or
corrective teaching

12. Remedial Teaching-Procedures
 Corrective teaching
 Re-teach sessions
 Supervised studies
 Individualize teaching
 Teaching in small units
 Formative evaluation
 Summative evaluation

13. Remedial Teaching-
General Principles
 Due consideration to individual
characteristics
 Diagnosis of learning
difficulties through pretests
 Removing backwardness in
learning using various methods
 Frequent planned remedial
measures
 Support and cooperation of
parents

14. Diagnostic Testing and
Remedial Teaching Cycle
Diagnostic
Testing
Hypothesizing
Causes
Remedial
Teaching
Evaluating SUCCESS
LACK OF
SUCCESS

15. Its time to act?
• Discuss and identify few common learning
difficulties in mathematics
• Develop a tool to diagnose problems
• Discuss the remedial strategy to be adopted
• Identify the TLM/Audio-Video clip to be used
for remedy
• Integrate it with your remedial strategy
• Practice in your class