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Needs analysis and diagnostic testing


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Session Two:
Needs Analysis
Diagnostic Testing

Published in: Education

Needs analysis and diagnostic testing

  1. 1. Delta Module Three<br />Extending practice <br />and English <br />language teaching specialisation<br />1<br /><br />
  2. 2. NeedsAnalysis & DiagnosticTesting<br />Cambridge Delta Module Three<br /><br />
  3. 3. Session Two: <br />Friday September 10th<br />3pm<br />Needs Analysis<br />Diagnostic Testing<br /><br />
  4. 4. Session Aims:<br />Needs Analysis Data<br />Needs Analysis Models<br />On-going Needs Analysis<br />Learning from experience<br />Assignment Part Two<br /><br />
  5. 5. Needs Analysis Data<br />What different information may you collect from a needs analysis? <br />5<br /><br />
  6. 6. Needs Analysis Data<br />Neil McMahon Delta 3<br />6<br /><br />
  7. 7. Needs Analysis Data<br />How could you collect this information during a needs analysis? <br />7<br /><br />
  8. 8. Needs Analysis Models<br />What task type do they involve?<br />Positives<br />Negatives<br />Suitable for students<br />Useful data for teachers?<br />Principles exemplified?<br />Usable in your assignment?<br />8<br /><br />
  9. 9. Needs Analysis Models<br />Principles to consider?<br />Age group effect<br />Personal details necessary<br />Level of student / L1 or L2?<br />Open / closed questions<br />Options to choose from<br />Reliability of answers<br />Creativity required in making the test and answering the questions<br />Are results easily quantifiable?<br />Is it practical for teacher to implement?<br />Face validity - motivating, professional, accessible<br />Instructions & Layout – non-use of metalanguage<br />Level of Teacher involvement?<br />9<br /><br />
  10. 10. On-going Needs Analysis<br />Consider the different ways of ongoing needs assessment. <br />Which appeal to you?<br />Why?<br />10<br /><br />
  11. 11. On-going Needs Analysis<br />Dialogue Journals<br />Audio and video taping<br />Learning logs or learning diaries<br />Student portfolios<br />Feedback sessions<br />Observation in class<br />Progress tests<br />Repetition of original analysis<br />11<br /><br />
  12. 12. Learning from experience<br />Graves’ Case Study<br />What did the teacher learn from the experience?<br />12<br /><br />
  13. 13. What do we need to do in <br />Part Two?<br />13<br /><br />
  14. 14. Guiding Questions<br />Part 2: Needs Analysis<br />Who is your specialist group?<br />What are their main characteristics? (e.g. age, educational and language level, nationality, learning style(s), motivations, job, etc.)<br />14<br /><br />
  15. 15. Guiding Questions<br />Part 2: Needs Analysis<br />How did you identify the needs of your specialist group?<br />For example: Did you use interviews, a questionnaire, examination results?<br />Why did you select these methods?<br />15<br /><br />
  16. 16. Session Two: <br />Friday September 10th<br />3pm<br />Needs Analysis<br />Diagnostic Testing<br /><br />
  17. 17. Session Aims:<br />Basic testing types<br />Different diagnostic tests<br />Advantages and disadvantages<br />Rationale for tests you will use<br /><br />
  18. 18. Diagnostic Testing<br />What is the difference between formal and informal testing? <br />Give examples of each…<br />18<br /><br />
  19. 19. Diagnostic Testing<br />What is the difference between objective and subjective tests? <br />Give examples of each for the four skills and four systems areas. <br />19<br /><br />
  20. 20. Diagnostic Testing<br />Consider this quote from <br />Harris and McCann (94):<br />‘Where other types of tests are based on success, diagnostic tests are based on failure. We want to know in which areas a student or group of students are having problems…One way of looking at this type of test is to consider it as a technique based on eliciting errors rather than correct answers or language’. <br />To what extent do you agree?<br />20<br /><br />
  21. 21. Diagnostic Testing<br />Discuss the advantages and disadvantages of the following ways of conducting diagnostic testing…<br />21<br /><br />
  22. 22. Diagnostic Testing<br />22<br /><br />
  23. 23. Diagnostic Testing<br />23<br /><br />
  24. 24. Diagnostic Testing<br />24<br /><br />
  25. 25. Diagnostic Testing<br />25<br /><br />
  26. 26. Diagnostic Testing<br />26<br /><br />
  27. 27. Diagnostic Testing<br />What forms of diagnostic testing might you consider for your Delta 3 assignment?<br /> Choose from the suggestions and state why in the final column, plus limitations<br />27<br /><br />
  28. 28. Guiding Questions<br />Part 2: Needs Analysis<br /> What form of diagnostic testing did you use and why?<br />28<br /><br />
  29. 29. Guiding Questions<br />Part 2: Needs Analysis<br /> What were the results of the diagnostic test(s)? <br /> How did you use these in clarifying the learners’ needs and identifying language areas requiring attention?<br /> What aspects did you focus on and why?<br />29<br /><br />
  30. 30. Guiding Questions<br />Part 2: Needs Analysis<br /> What priorities have you identified from the above?<br />30<br /><br />
  31. 31. 31<br /> Delta Module Three – Needs Analysis & Diagnostic Testing<br />The End<br />Thank you very much.<br />Stay in touch!<br /><br /><br />