Good Test Takers and Diagnostic Assessment Assignment

approximate Test Takers and diagnostic Assessment - Assignment ExampleAccording to Levine (n.d.), there ar five types of high-level judgeing that differentiate between a good discharge taker and a poor test taker, to wit concept formation, trouble solving ability, memorization and application of rules, critical thinking ability, and creativity. dependable test takers hark back 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 thus 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 wheresoever required. Good test takers draw conclusions by realiseing the authors viewpoint, i dentifying reliable sources in support of arguments, and consider their biases whereas poor test takers tend to take the things at face value and draw erroneous conclusions accordingly. Good test takers are creative and like to have their own input into projects whereas poor test takers motivation guidelines and are not as creative as good test takers. Similarities between good and dreary test takers are that both commonly experience test anxiety and difficult situations during test just the way they handle them differentiates between the two. Some ways in which teachers can improve the skills of poor test takers include frequent interrogation, testing soon after teaching a topic and then retesting later, and testing with cumulative questions.We should not conclude about a childs ability or fortify using only formative and summative sound judgments. We also need to carry out symptomatic assessment and authentic assessment before reaching any conclusions about the childrens pro gress. Drawing conclusion without diagnostic and authentic assessment is inadequate because the teacher tends to assume that all children have the same level of quick 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 barely 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.