Assessment of teaching and learning by mixed diagnostic testing

Journal Title: European Journal of Science and Mathematics Education - Year 2018, Vol 0, Issue 0


The paper deals with assessment of educational process. Specifically, monitoring and testing of students' knowledge, of professional and personal skills/abilities are in the focus of the study. A new assessment approach called Mixed Diagnostic Testing (MDT) is discussed in the paper. The approach combines two known testing concepts: unconditional testing and conditional testing. In the unconditional testing, each next question of the test sequence is independent of previous test results; in contrast with it the conditional testing includes a sequence of questions strongly connected with the previous test results. The proposed approach provides designing of an individual learning "trajectory" for each student. According to our hypothesis, such a trajectory is especially important since it allows personalizing the learning process, thus increasing its efficiency. The paper provides theoretical analysis of the MDT approach, as well as of its implementation in a certain academic course “Information technologies”. For preparing (constructing) of mixed diagnostic tests, experts' knowledge of specific subjects should be utilized. It is shown, that the use of MDT effectively supports and facilitates development of curriculum. The MDT reduces both time and cost expenses for organization and management of the educational process. Since the MDT may actually replace a teacher in the teacher's function as a consultant, the proposed approach is especially promising in the blended learning.

Authors and Affiliations

Anna Yankovskaya| Computer Science Department, Tomsk State University, Tomsk, Russia Intelligent Systems Laboratory, Tomsk State University of Architecture and Building, Tomsk, Russia Computer Systems Department, Tomsk State University of Control Systems and Radioelectronics, Tomsk, Russia, Ilya Levin| Department of Math, Science and Technology Education, Tel Aviv University, Tel Aviv, Israel, For correspondence: [email protected], Irina Fuks| Computer Science Department, Tomsk State University, Tomsk; Russia


Related Articles

The mathematics teacher’s profession: the perspective of future

We present partial results of the design and implementation of a study program for the Mathematics Teacher Training. The research is developed in the light of the Anthropological Theory of the Didactic. This paper we ana...

Cryptography: optional subject in the degree in computer engineering in information technologies

Cryptography subject is part of the curriculum of the Bachelor’s Degree in Computer Engineering in Information Systems, at the University of Salamanca. This subject becomes easy to understand if the history of Cryptograp...

Secondary students’ attitudes to animal research: examining the potential of a resource to communicate the scientist’s perspective

A DVD resource that provided a scientist’s perspective on the use of animals in research and teaching was evaluated with a questionnaire that asked students’ views pre and post their access to the resource. Thirty-nine s...

Teaching and learning geometry in drama based instruction

This paper explains what drama-based instruction is and offers insights into the phases in drama-based instruction. Further, examples of drama-based lessons in geometry related to ring and circle, and altitude of a trian...

Investigation of the relationship between pre-service science teachers’ perceived self-efficacy in science teaching and disposition toward reflective thinking

The study aims to examine the relationship between perceived self?efficacy in science teaching and disposition towards reflective thinking in pre?service science teachers based on different variables. For this purpose, t...

Download PDF file
  • EP ID EP8149
  • DOI -
  • Views 297
  • Downloads 22

How To Cite

Anna Yankovskaya, Ilya Levin, Irina Fuks (2018). Assessment of teaching and learning by mixed diagnostic testing. European Journal of Science and Mathematics Education, 0(0), 0-0.