Good Test Takers and Diagnostic Assessment Assignment

Good Test Takers and Diagnostic Assessment - Assignment ExampleAccording to Levine (n.d.), there are quintet types of high- direct thinking that differentiate between a good stress taker and a poor test taker, namely concept formation, problem solving ability, memorization and application of rules, critical thinking ability, and creativity. Good test takers withdraw things by forming concepts whereas poor test takers are habitual to cramming things up. Good test takers think logically so they have excellent problem solving ability whereas poor test takers do not think quite as logically and olibanum do not have as good problem solving ability as the good test takers have. Good test takers easily remember the concepts and are able to apply the rules that govern different subjects whereas poor test takers cannot remember concepts and accordingly, have difficulty applying them wherever required. Good test takers draw conclusions by considering the authors viewpoint, identifying rel iable sources in support of arguments, and consider their biases whereas poor test takers tend to take the things at face value and draw ill-judged conclusions accordingly. Good test takers are seminal and like to have their own input into projects whereas poor test takers want guidelines and are not as creative as good test takers. Similarities between good and bad test takers are that both commonly experience test anxiety and difficult situations during test but the way they handle them differentiates between the two. Some ways in which teachers can improve the skills of poor test takers include frequent testing, testing shortly after teaching a topic and then retesting later, and testing with cumulative questions.We should not conclude about a childs ability or progress using only formative and summative assessments. We also need to carry out diagnostic assessment and authentic assessment before stretch any conclusions about the childrens progress. Drawing conclusion without diagnostic and authentic assessment is inadequate because the teacher tends to assume that all children have the same level of existing knowledge whereas in reality, this is not the case. Diagnostic assessment provides the teachers with a way to map out a route or chart a way using the existing knowledge of the individual children. Diagnostic assessment also provides the teachers with an opportunity to identify misconceptions or gaps in the prior learning of the students so that they exactly know what the children know already and what are they able to do. Diagnostic assessment defines the individual childrens abilities to the teachers so that they can divide their attention among the children as per their needs.