Use of digital diagnosticUse of digital diagnosticTestsTests

Baleni Z.G.Baleni Z.G.

R.P.L. ManagerR.P.L. Manager

INTRODUCTIONINTRODUCTION

• Use of digital diagnostic exams (formative Use of digital diagnostic exams (formative tests), with which students can check their tests), with which students can check their study progress themselves during the study progress themselves during the course on the basis of the provided course on the basis of the provided feedback .feedback .

• A response to the WSU throughput A response to the WSU throughput Strategy Strategy

PRESENTATION OUTLINEPRESENTATION OUTLINE

• ContextContext

• ObjectiveObjective

• How to make it workHow to make it work

• Its ImplementationIts Implementation

• Conditions & SpecificationsConditions & Specifications

• ConclusionConclusion

CONTEXTCONTEXT• Black & William (1998) in their extensive Black & William (1998) in their extensive

meta-analysis, show that in many cases, meta-analysis, show that in many cases, formative (diagnostic) tests have a clear formative (diagnostic) tests have a clear positive effect on students’ learning positive effect on students’ learning results, if the students receive feedback results, if the students receive feedback on the answers given. on the answers given.

• It is not only important to students to gain It is not only important to students to gain insight in their relative position in the insight in their relative position in the whole group of students, but also in their whole group of students, but also in their own short-comings (Dousma et al., 1997).own short-comings (Dousma et al., 1997).

CONTEXT (cont….)CONTEXT (cont….)• Dousma et.al. (1997) state that an important Dousma et.al. (1997) state that an important

advantage to formative tests is that a student advantage to formative tests is that a student can adjust his/her revision earlier and can can adjust his/her revision earlier and can prevent time loss by, for example, giving a little prevent time loss by, for example, giving a little more effort. more effort.

• This is only possible when specific feedback is This is only possible when specific feedback is provided with correct and incorrect answers.provided with correct and incorrect answers.

• Formative tests can also offer more opportunity Formative tests can also offer more opportunity to individual differences in learning pace.to individual differences in learning pace.

CONTEXT (cont….)CONTEXT (cont….)• The main purpose of formative assessment is The main purpose of formative assessment is

improved student achievement. improved student achievement.

• It starts and ends with students. It starts and ends with students.

• Formative assessment helps students to :Formative assessment helps students to :

Know what is expected of them Know what is expected of them

Follow their own progress throughout the Follow their own progress throughout the year year

Become active participants in their own Become active participants in their own learning learning

Accelerate learningAccelerate learning

ObjectiveObjective

• To enable lecturers to create tests To enable lecturers to create tests with which students can check their with which students can check their progress and adjust their own progress and adjust their own learning process on the basis of the learning process on the basis of the feedback given on the test results feedback given on the test results during the course.during the course.

How to make it workHow to make it work• Divide the course into testable parts (1 Divide the course into testable parts (1

article, 1 chapter or a part of the book, the article, 1 chapter or a part of the book, the subject material of a week, an outcome). subject material of a week, an outcome).

• Make clear what students should know and Make clear what students should know and be able to do per part (outcomes). be able to do per part (outcomes).

• Also think of a balance between Also think of a balance between reproduction questions and reproduction questions and comprehension questions.comprehension questions.

How to make it workHow to make it work(cont..)(cont..)

• Create a pool of questions. Formulate Create a pool of questions. Formulate accompanying feedback per question or per accompanying feedback per question or per group of questions. group of questions.

• Make sure that every outcome of a part is tested, Make sure that every outcome of a part is tested, because a student must be able to check if because a student must be able to check if he/she understands all outcomes of that part.he/she understands all outcomes of that part.

• Randomise questions so that students cannot Randomise questions so that students cannot memorise the order of questions when they are memorise the order of questions when they are re-accessing themre-accessing them

How to make it workHow to make it work(cont..)(cont..)

• Make sure that all questions are of the same Make sure that all questions are of the same level as the questions in the final exam.level as the questions in the final exam.

• Work out per question which piece of Work out per question which piece of knowledge is missing when students answer knowledge is missing when students answer the question incorrectly, and describe this in the question incorrectly, and describe this in the feedback per answer (multiple choice) or the feedback per answer (multiple choice) or per question (different forms of exams). per question (different forms of exams).

ImplementationImplementation

• Inform students that the tests are available. Inform students that the tests are available.

• Stimulate students to take the diagnostic Stimulate students to take the diagnostic tests by rewarding them with, for example, tests by rewarding them with, for example, weight for each test towards year mark. weight for each test towards year mark.

• Elaborate on the test results regularly Elaborate on the test results regularly during classes. during classes.

Implementation (cont…)Implementation (cont…)

• Give extra attention to matters students Give extra attention to matters students scored badly on. scored badly on.

• Check how many times students make use Check how many times students make use of the tests (Monitor). of the tests (Monitor).

• Ask students about the use and experiences Ask students about the use and experiences with the tests in the course evaluation. with the tests in the course evaluation.

Conditions and Conditions and specificationsspecifications

• Creating this kind of tests involves much, much Creating this kind of tests involves much, much time. time.

• Obviously, software should be available to make Obviously, software should be available to make it possible to test digitally (Blackboard, it possible to test digitally (Blackboard, Respondus ). Respondus ).

• A sufficient amount of computer facilities is A sufficient amount of computer facilities is necessary for students to be able to take these necessary for students to be able to take these tests digitally. tests digitally.

• Reliable network accessReliable network access

ConclusionConclusion

• WSU challenge is whether we can WSU challenge is whether we can provide enough resources for both provide enough resources for both lecturers & studentslecturers & students

• CLTD is ready with training, are you CLTD is ready with training, are you as lecturers ready & available for the as lecturers ready & available for the new adventure?new adventure?

Thanks !!!!Thanks !!!!