Diagnosing Diagnostic Assessment (Online Reflection #2)

Last time, I posted about engaging my students in meaningful discussion through the use of literature circles.  I am really excited to facilitate this activity with my students starting Wednesday of this week. I think this will be a great opportunity to open up to each other and really dig into the memoir The Glass Castle that we have been reading.  I originally planned this activity in order for my students to meaningfully interact with each other and the text.  This is still my goal, but I have noticed that, especially in the last couple of weeks, my students have really begun to open up, rather organically.  I am excited by this because it shows me that they are engaged and interested in the work we are doing in class, and honestly it makes class with them much more fun, a bonus for all of us. 

Something that has really stood out to me in the last couple of weeks of my placement, and something that I had never really considered before is learning what to teach from your students.  I have heard of diagnostic assessment in classes in the past, but had never considered that it becomes more of a learning process for the teacher.  Recently, my MT gave me the chance to grade one class of student essays over a goal setting analysis.  These were considered a diagnostic assessment of the students’ basic ability to assess their strengths and weaknesses that will help them achieve their goal, and what obstacles they may need to circumvent.  The purpose of this short essay was to diagnose the writing skills of the class and determine where more instruction was needed.  Diagnostic assessment involves gathering and assessing data using students’ prior knowledge and skills.  This is created to help teachers effectively scaffold instruction. 

McTighe and O’Connor (2005) state that this assessment, no matter the form, must be carefully evaluated in order to be effective (pg. 14).  A careful consideration is important so that students can be best served and the teacher (me in this case!) can analyze students’ performance with that medium. With this diagnostic information, a teacher can gain greater insight into what to teach, how to teach, and how to connect to their students.   Reading and working with these “SWOT Analyses” really gave me the chance to understand what my students know.  For example, they were comfortable (pretty much across the board) with creating a thesis statement and supporting that with examples.  I was pleased overall with this fact given that it is a significant part of academic writing.  What I found most interesting however was the fact that a majority of my students need practice giving specific examples and creating a concise and coherent argument. As the semester continues I hope to incorporate activities that reinforce what they do know and bolster their confidence in the areas in which their skills are lacking.  This is important because another crucial piece to diagnostic assessment is actually doing something with the results of the evaluation.  If the essays are never returned to, progress cannot be made.  I think that forgetting about assignments can be a teacher’s kryptonite.  It can be incredibly easy in the hustle and bustle of everyday to overlook this crucial step which eliminates a prime learning opportunity for both teacher and student. It will be my job this year and in the future to make an effort to return to these diagnostic assessments. On a related note, Bomer (2011) mentions that it is easy for Secondary English teachers to “think a lot about grading” (pg. 219).  Grading, however, cannot be the only focus of an assignment. “Assessment, the more complex, descriptive, qualitative activity of understanding and recording who these learners are and how they are growing, is a constant and ongoing process” (pg. 220).  I absolutely love this statement.  In one short sentence it sums up the importance of any assessment, especially diagnostic, and the role of the teacher in facilitating the learning of their students.

Overall, through my time at my placement, I have grown to really appreciate and understand the art of diagnostic assessment.  I learned a technique in which I can enrich my students’ learning without undermining their prior knowledge and skills. Another aspect of diagnostic writing that I found beneficial was the personal nature of this essay. It gave me the ability to gain some insight into my students’ personal lives so that I can continue making connections with them throughout the semester and year. 

Works Cited

Bomer, R. (2011).  Building adolescent literacy in today’s English classroom (1^st ed.).  Portsmouth, NJ: Heinemann.

McTighe, J., & O'Connor, K. (2005). Seven Practices for Effective Learning. ASCD. Web.