1. Use of digital diagnostic Tests Baleni Z.G. R.P.L. Manager

2. INTRODUCTION Use of digital diagnostic exams (formative tests), with which students can check their study progress themselves during the course on the basis of the provided feedback. Use of digital diagnostic exams (formative tests), with which students can check their study progress themselves during the course on the basis of the provided feedback. A response to the WSU throughput Strategy A response to the WSU throughput Strategy

3. PRESENTATION OUTLINE Context Context Objective Objective How to make it work How to make it work Its Implementation Its Implementation Conditions & Specifications Conditions & Specifications Conclusion Conclusion

4. CONTEXT Black & William (1998) in their extensive meta- analysis, show that in many cases, formative (diagnostic) tests have a clear positive effect on students’ learning results, if the students receive feedback on the answers given. Black & William (1998) in their extensive meta- analysis, show that in many cases, formative (diagnostic) tests have a clear positive effect on students’ learning results, if the students receive feedback on the answers given. It is not only important to students to gain insight in their relative position in the whole group of students, but also in their own short- comings (Dousma et al., 1997). It is not only important to students to gain insight in their relative position in the whole group of students, but also in their own short- comings (Dousma et al., 1997).

5. CONTEXT (cont….) Dousma et.al. (1997) state that an important advantage to formative tests is that a student can adjust his/her revision earlier and can prevent time loss by, for example, giving a little more effort. Dousma et.al. (1997) state that an important advantage to formative tests is that a student can adjust his/her revision earlier and can prevent time loss by, for example, giving a little more effort. This is only possible when specific feedback is provided with correct and incorrect answers. This is only possible when specific feedback is provided with correct and incorrect answers. Formative tests can also offer more opportunity to individual differences in learning pace. Formative tests can also offer more opportunity to individual differences in learning pace.

6. CONTEXT (cont….) The main purpose of formative assessment is improved student achievement. The main purpose of formative assessment is 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 year Follow their own progress throughout the year Become active participants in their own learning Become active participants in their own learning Accelerate learning Accelerate learning

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

8. How to make it work Divide the course into testable parts (1 article, 1 chapter or a part of the book, the subject material of a week, an outcome). Divide the course into testable parts (1 article, 1 chapter or a part of the book, the subject material of a week, an outcome). Make clear what students should know and be able to do per part (outcomes). Make clear what students should know and be able to do per part (outcomes). Also think of a balance between reproduction questions and comprehension questions. Also think of a balance between reproduction questions and comprehension questions.

9. How to make it work(cont..) Create a pool of questions. Formulate accompanying feedback per question or per group of questions. Create a pool of questions. Formulate accompanying feedback per question or per group of questions. Make sure that every outcome of a part is tested, because a student must be able to check if he/she understands all outcomes of that part. Make sure that every outcome of a part is tested, because a student must be able to check if he/she understands all outcomes of that part. Randomise questions so that students cannot memorise the order of questions when they are re-accessing them Randomise questions so that students cannot memorise the order of questions when they are re-accessing them

10. How to make it work(cont..) Make sure that all questions are of the same level as the questions in the final exam. Make sure that all questions are of the same level as the questions in the final exam. Work out per question which piece of knowledge is missing when students answer the question incorrectly, and describe this in the feedback per answer (multiple choice) or per question (different forms of exams). Work out per question which piece of knowledge is missing when students answer the question incorrectly, and describe this in the feedback per answer (multiple choice) or per question (different forms of exams).

11. Implementation Inform students that the tests are available. Inform students that the tests are available. Stimulate students to take the diagnostic tests by rewarding them with, for example, weight for each test towards year mark. Stimulate students to take the diagnostic tests by rewarding them with, for example, weight for each test towards year mark. Elaborate on the test results regularly during classes. Elaborate on the test results regularly during classes.

12. Implementation (cont…) Give extra attention to matters students scored badly on. Give extra attention to matters students scored badly on. Check how many times students make use of the tests (Monitor). Check how many times students make use of the tests (Monitor). Ask students about the use and experiences with the tests in the course evaluation. Ask students about the use and experiences with the tests in the course evaluation.

13. Conditions and specifications Creating this kind of tests involves much, much time. Creating this kind of tests involves much, much time. Obviously, software should be available to make it possible to test digitally (Blackboard, Respondus ). Obviously, software should be available to make it possible to test digitally (Blackboard, Respondus ). A sufficient amount of computer facilities is necessary for students to be able to take these tests digitally. A sufficient amount of computer facilities is necessary for students to be able to take these tests digitally. Reliable network access Reliable network access

14. Conclusion WSU challenge is whether we can provide enough resources for both lecturers & students WSU challenge is whether we can provide enough resources for both lecturers & students CLTD is ready with training, are you as lecturers ready & available for the new adventure? CLTD is ready with training, are you as lecturers ready & available for the new adventure?

15. Thanks !!!!