This slides includes what is diagnosis how can we relate this to diagnostic test nature and scope of diagnostic test in mathematics, preparation of diagnostic test

1. DIAGNOSIS
Finding the weaknesses Steps?

2. Points to note
Steps?
Who, where, why

3. Example
Open board

4. DIAGNOSTIC TEST
Which allows the teacher to determine the
strengths, weakness, knowledge and skills. It is
primarily used to diagnose students difficulties and
to guide lessons and curriculum planning
Detailed study of learning difficulties

5. In precise
● Identifying the problem areas
● Detailed study of student difficulties
● The problem is located through due analysis &
● Find the area where error occur

6. Nature and purpose
● Analytic
● Spotting learning difficulties of pupils with a view to develop corrective
measures (in simple remedial teaching)

7. 1. Identifying the students who are having trouble or need help
2. Locating the errors or learning difficulties
3. Discovering the causal factors of slow learning

8. 1. Planning
2. Writing items
3. Assembling
4. Providing direction
5. Reviewing the test

9. Advantages and disadvantages

10. Observation:
Direct observation has been used as a way to assess mathematical skills since
establishment of formal classrooms,
Mathematics involve step by step procedures
We can observe abilities to communicate mathematically
Apply
Mathematics concepts and skills,.
Solve problems and work with others

11. How to do that
Effective and efficient means for collecting observation information include:
● Determining what skills or comprehensions are to be assessed
● Carrying paper and a pen for recording observations
● Using a checklist of desired behaviours and actions
● Using a video camera to record observations
Why this
● To collect the information systematically
● With objectivity

12. Example

13. Few more
1. Anecdotal Record
2. Checklist
3. Rating scale (an extended form of checklist)
4. Rubric
5. Portfolio

14. Checklist
It is an observational technique
● It offers systematic ways of collecting data about specific
● Behaviour
● Knowledge
● Performance and skills
● It has two parts statement and response yes/No

16. Rating scale
Rating scales are extended form of checklists.
● We create standard criteria for evaluating a performance and each standard
has a definite level of competence
● We rate according to how well they can perform
● Not by comparing with others but comparing with standards (Norm-
referred)
● It is taken after the task is finished.

18. How much time do you take class?
1. Which teachers are we?
2. Identify

19. M.Sc.Days
20 chances with CAP
Cut it to get it
Guess who Mathcharads
Scavengers hunt
Distribute the paper and ask what they wanted ask to write in paper
Shuffle randomly and ask roll no.

20. Why these activities
Impart knowledge
Make them realise
Bring them with you
Make them responsible
To make them learn other subjects (interrelating)

21. A-Z acitivities
It’s time for you to give few of the activities

22. Application cards: (after the class)
Brainstorming
Checklists
Debates
Direct paraphrasing
Exit cards
Follow-up Questioning
Gallery work:

23. Graphic organizer (concept map):

25. Guided reciprocal peer questioning:
Hand signs:
Interviews:
Journals
Minute paper:
No hands (why always hands)
Open ended questions : (Why do you think so… How can you say….)

26. Pick up a chit:
Quick write:
Rubrics:
Short quiz:
Traffic light cards (to maintain teacher phase):
Umpire:
Videos and portfolio:

27. Write before Discuss:
X game:
Y graph:
Z chart: