Understanding Diagnostic Assessment

Understanding the Proper Interviewing Techniques

Understanding the proper interviewing techniques is essential while conducting interviews. Additionally, it is essential to have critical interviewing techniques in order to fully comprehend a person. For instance, occupational therapists or physical therapists should conduct assessments in the educational sector to identify the learning process and where one fails. Tutors, pathologists, doctors, and other experts can use a variety of assessment techniques to not only identify the core issues a person is experiencing and suggest solutions, but also to shape the direction of the course curriculum going forward. The approaches range from formal to informal diagnostic assessments. Owing to the above elucidations, this paper in writing seeks to interview a school specialist by the name Travis Simons to gain more insight on approaches, techniques, determine how practitioners interpret information, as well as, how the assessment information is employed to making decisions.

Interview

Question 3

What are some of the distinguishing factors between nonbiased formal and informal specialized diagnostic assessment?

Travis Simons, a physical therapist at the Oklahoma Junior College, defines formal specialized diagnostic assessment as systematic and preplanned approaches by the tutor to determine what the student has learned. He feels that most of the evaluations undertaken in institutions are formal. Besides, each formal diagnostic assessment depicts similar instances of expectations for all the learners who the tutor is assessing. Different formal approaches of assessment employ rigorous criteria for interpretation and scoring. However, all the methods endeavor to measure the quality of knowledge that the learner has gained. Moreover, it attempts to compare students understanding in the classroom, determining the weaknesses and strengths of the students. Furthermore, Travis identifies that among the key types of formal assessments entail standardized tests, essay tests, program test, as well as criterion-referenced tests. On the other hand, informal assessment involves an approach for gaining and obtaining information that ought to be employed in making decisions regarding the performance, behavior, in addition to character traits of children. Among the key approaches of undertaking informal assessment entail the use of checklists, observations, portfolios, tests, and quizzes, as well as, written samples. Again, the above approach does not put into consideration ethical standards, but then again, it acts according to the stipulations of the law (Groth-Marnat, 2009).

Question 2

How does a specialist interpret the information from the diagnostic assessment?

Travis feels that the diagnostic assessments compare the performance of a student with that of other students. In that, the tests base on Writing, Oral Language, and Reading. The assessor looks at some key areas, as, for instance, in reading there exists a subset measuring comprehension, speed of reading, and recognizing site words. After the test, marks are awarded. Consequently, the overall information is usually presented in Standard Scores that contain an average mean of 100, and a standard deviation of 15. Typically, this implies that a score of 100 is equivalent to average. Also, quite some the students that are (68%) will attain 15 points of the average mean that is 100. Again, most of the students ought to score an average of 85 and 120 on an assessment. Sensibly, this implies that further away one score let’s say 100, the more uncharacteristic it is. For instance, nearly 3% of the students are measured as extraordinarily gifted - an IQ overhead 130 as opposed to a standard IQ of 100-.

Question 3

How can the information from the diagnostic assessment be used in decision making regarding programs in education?

Travis feels assessment diagnostic plays a critical role in education. In that, it enables educational specialists to understand the performance of the students. A better understanding of the student’s behavior, capabilities and character enable educational professionals to come up with programs that work to enhance the performance of the students, improve their performance through coming up with tests, portfolios among other strategies that work to determine the performance of a student. Besides, basing on the behavioral assessment of a student, the information is used to determine programs, as, for instance, time-tables, co-curriculum activities schedule, and many other programs. Moreover, basing on the outcome of both the formal and informal assessment, the teacher can decide on how to handle a student. Sensibly, the information from the assessment lays the foundation for making decisions.

Question 4

What are some of the strategies of communicating results from the specialized assessments?

According to Travis, assessments outcomes give information regarding students, programs, and the learning process. For this reason, communicating assessment findings to principal shareholders can prove valuable if communicated effectively. Therefore, there exist strategies of communicating effectively to stakeholders, as, for instance, communicating and presenting essential information in a precise and concise manner. Besides, should avoid generalizations, as well as, use results that influence the understanding of the critical context of the program.

Conclusion

Diagnostic assessment is incredible and a strategic move towards understanding the performance of students. Diagnostic assessment entails both formal and informal approaches. Informal approaches to diagnostic assessment entail checklists, observations, portfolios, tests, and quizzes. On the hand, formal evaluation methods are; standardized tests, essay tests, and program test. Both informal and formal diagnostic assessments undertake a pivotal role in understanding the students (Weiner, 2003). Again, it helps in decision making regarding the development of educational programs, as well as, evaluation and assessment of the students. Therefore, there is a dire need for the major educational stakeholders should install mechanisms and requirements to foster diagnostic evaluations in schools. Diagnostic assessment of students will enhance the quality of education hence determine its sustainability.

References

Groth-Marnat, G. (2009). Handbook of psychological assessment. Hoboken, N.J: John Wiley & Sons.

Weiner, I. B. (2003). Handbook of psychology: 10. Hoboken, NJ: Wiley.