The document discusses diagnostic learning logs, which allow learners to track their learning progress. They provide regular feedback for both instructors and learners. Learning logs have benefits for both - they help learners develop self-assessment skills and a framework for self-directed learning, while giving instructors instructional focus and insights into students' understanding to allow for collaboration. Ensuring proper implementation includes clearly explaining the purpose and process to students and providing examples of guiding questions.

2. Diagnostic Learning Logs
Tanya Wrobleski
Assignment #2
PIDP 3230
Instructor: Doug Mauger

3. Objectives of this Discussion
 To provide an overview of Diagnostic
Learning logs
 To discuss the „how's‟ and „why's‟ of
using this technique
 To discuss the implementation process
to ensure reliability and validity
 To discuss challenges associated with
using this tool

4. “Self knowledge is our best resources
for making informed choices in an
unpredictable universe”
(Fenwick et al, 2009)

5. A Diagnostic Learning Log:
 Is an informal assessment tool
 Allows learners to track their learning
during in-class teaching, assignments or
exams
 Provides regular feedback for the
instructor and learners

6. Context for using this Tool
 Courses with consistent types of
formative assessments and performance
activities
 Courses that provide regular feedback
on performance
 Upper level courses

7. How can the Diagnostic Learning
Log be used?
 Instructors can apply this tool to any part
of their curriculum
 Provides opportunities for feedback and
instructor/ learner collaboration
 Instructors can monitor the impact of the
changes made in response to the
learning logs

8. Example A:
Lecture on a specific topic:

9. Example B:
Diagnostic Learning log applied to
exam:
Example,
Lecture on a
specific topic:

10. Why choose the Diagnostic
Learning Log?
 Provides the instructor with
instructional focus
 Serves as a framework to develop
practice skills for self directed learning
 Develops accurate self assessment

11. Summary of Benefits for
Learners
 Track their learning
 Allows for collaboration around
teaching focus
 Develop accurate self assessment
 Provides a framework for self directed
learning

12. Summary of Benefits for
Instructors
 Versatile application
 Provides instructional focus
 Provides feedback on learners knowledge
 Allows for collaboration around students
learning
 Impact of changes made as a result of these
logs can be monitored
 Vehicle for promoting the skill of self directed
learning

13. Ensuring Successful
Implementation
 Allow sufficient time to introduce the tool
 Be specific in your instructions
 Provide a sample format with guiding
questions
 Inform learners that they will be:
- Keeping a record of what they learned
- Assessing their own learning
 Copies of these logs, should be submitted at

14. Sample Guiding Questions
 Briefly describe the assignment or test. What was it
about?
 Give one or two examples of your most successful
responses. Try to explain what things you did to
make them successful.
 Give one or two examples, if relevant, of errors or
less successful responses. What did you do wrong
or fail to do in each case?
 The next time you confront a similar situation, what,
if anything, could you do differently to increase your
learning?
(Angelo et al, 1993)

15. Reliability and Validity
 Content Validity
 Consequences Validity
 Predictive Validity
 Process Validity
 Reliability
(Mauger, 2012)

16. Challenges with this tool
 Requires preparation and class time to
introduce and implement effectively
 Link between using the tool and program
outcomes needs to be clear
 Feedback from instructor is needed at
regular intervals
 Balanced focus is vital to ensure learners
do not become discouraged

17. Thank you & Good Luck

18. References
Angelo, T. A. & Cross, K, P. (1993).
Classroom assessment techniques: a
handbook for college teachers. (2nd ed.) San
Francisco: Jossey-Bass.
Fenwick, T. J. & Parsons, J. (2009). The
art of evaluation. (2nd ed.). Toronto, Ontario:
Thompson Educational Publishing Inc.
Mauger, D. (2012). PIDP 3230 –
evaluation of learning. Online Course