A diagnostic test is used to diagnose specific problems or misconceptions regarding a particular study area. It involves multiple choice or short answer questions designed around common student misconceptions. Diagnostic tests are used to assess students' understanding of key concepts before, during, and after instruction in order to help teachers identify strengths and gaps in students' content knowledge. The results are used to diagnose problems and inform remedial teaching methods targeted at slow learners.

1. DIAGNOSTIC TEST
 IT IS TEST WITH ITEMS IN A MULTIPLE –CHOICE OR SHORT ANSWER FORMAT
THAT HAS BEEN DESIGNED WITH COMMON MISCONCEPTIONS IN MIND..
 IT IS A TEST WHICH IS USED TO DIAGNOSE A PARTICULAR PROBLEM REGARDFING
A PARTICULAR STUDY AREAS..

2. STEPS FOR CONSTRUCTION OF
DIAGNOSTIC TEST
 Preparation of the final draft of the test.
 Test items should be suited to the concept and expected level of performance
of the student.
 Teacher or examinee should be aware about the behavioural changes.
 Analysis of the concept in in terms of specific learning outcomes.
 Identification of the major concept to be developed through the instruction of
a particular unit.

3. Why use diagnostic test
 These are used to assess how well students understand key conception a
physical science topic prior to, during and after instruction . All students bring
prior knowledge ,skills, and experiences with them and they depend on the
prior learning.
 To become an effective teacher.
 To know about the cultural background of the student.
 To know about the individual differences.

4. Suggestions for diagnostic test
 Strength and gaps in content knowledge can be identified.
 Literacy and numeracy testing can identify lack of reading skills or number
understanding.
 Use know , want to know and learned charts are the basis for a class activity.
 Observe students in particular activities for leadership, inter personnel skills ,
risk management , practical performance.
 Set an activity to be done in co- operative learning Groups.

5. Preparation of diagnostic test
 Planning:- there are many stages of planning of diagnostic test.
 Stocktaking is the most important one.
 There are twin objectives :identification of educationally backward areas and
focusing on target groups.
 Information is gathered about the problem at micro and macro level.
 This information is used to diagnose the problem.
 Interpretation of the data.
 Diagnose the problem
 Remedial measure of the problem

6. Remedial teaching
 Identifying the slow learner
 Identifying the areas of difficulty.
 Guidance to help them or overcome the problem.
 Who is slow learner?
 …..poor performance in examination
 ……deviate from what is taught.
 ……neither mentally retarded nor runs on intelligence scale.

7. Remedial measures problems
 Learning from simple to complex
 Careful analysis of the student
 Primary and secondary level can not be taught simultaneously due to
overburden of syllabus
 Excellent results competition among different schools.