For diagnostic tests, the test-difficulty is .................. .
Low
A diagnostic test is used after or during instruction to locate the specific weaknesses and learning difficulties of individual students, so that remedial teaching can be planned.
Because its purpose is to reveal precisely where a student is going wrong rather than to rank students, its items are kept easy and are spread over each small sub-skill of the unit. Most students who have mastered a sub-skill should get the item right, so a failure clearly points to a gap.
Moderate, high or very high difficulty suits achievement and selection tests, whose aim is to discriminate between more and less able students; that is not the goal of diagnosis.
Hence, the difficulty level of diagnostic tests is Low.
Similar Questions
.......................... evaluation gives a clear idea about understanding of the student regarding particular content at the end of instruction.
Summative evaluation is .............. in nature.
Learning process is monitored by ............... Evaluation.
Which of the following statements is/are true about the criterion referenced test ?
(I) It makes the comparative evaluation of individual’s performance with the predetermined standard.
(II) It compares individual’s performance with normative performance.
Which of the following is the limitation of Tyler’s model of curriculum evaluation ?
The CIPP model of curriculum evaluation concentrates on ..........
A type of performance evaluation that is done by one or more people of matching competencies is ....... .
A student’s score on Norm Referenced Test is best used to provide information about student’s ...........
According to the Kirkpatrick model of evaluation on which level we can measure the institutional outcomes?
Arrange the factors of evaluation process in order to sequence :
(i) Evidence on teaching-learning operations
(ii) Evidence on factors affecting learning
(iii) Evidence on pupil behaviour pertaining to objective
(iv) Objectives
Choose the correct answer from the options given below :
Important Questions from Types of Evaluation - Teaching
- Which type of evaluation ensures that the learning objectives are achieved at the end of instruction ?
.......................... evaluation gives a clear idea about understanding of the student regarding particular content at the end of instruction.
Summative evaluation is .............. in nature.
Which of the following are the characteristics of criteron‐referenced‐interpretation of test scores?
A. Achievement of specific skills or concepts by each individual learner is assessed.
B. Instructional objectives are based on identified skills, rather than on broader learning.
C. Test‐items discriminate between examinees in terms of their relative postions in the group tested.
D. Scores are expressed in terms of percentile ranks or stanines to ensure inter‐examinee comparison.
E. An examinee can compare his own performance in terms of development of skills over testing occasions.
Choose the correct answer from the options given below.
Learning process is monitored by ............... Evaluation.
