2. Objectives of this Discussion To provide an overview of
DiagnosticLearning logs To discuss the hows and whys ofusing this
technique To discuss the implementation processto ensure
reliability and validity To discuss challenges associated withusing
this tool
3. Self knowledge is our best resourcesfor making informed
choices in an unpredictable universe (Fenwick et al, 2009)
4. A Diagnostic Learning Log: Is an informal assessment tool
Allows learners to track their learningduring in-class teaching,
assignments orexams Provides regular feedback for theinstructor and
learners
5. Context for using this Tool Courses with consistent types
offormative assessments and performanceactivities Courses that
provide regular feedbackon performance Upper level courses
6. How can the Diagnostic LearningLog be used? Instructors can
apply this tool to any partof their curriculum Provides
opportunities for feedback andinstructor/ learner collaboration
Instructors can monitor the impact of thechanges made in response
to thelearning logs
7. Example A:Lecture on a specific topic:
8. Example B:Diagnostic Learning log applied
toexam:Example,Lecture on aspecific topic:
9. Why choose the DiagnosticLearning Log? Provides the
instructor withinstructional focus Serves as a framework to
developpractice skills for self directed learning Develops accurate
self assessment
10. Summary of Benefits forLearners Track their learning Allows
for collaboration aroundteaching focus Develop accurate self
assessment Provides a framework for self directedlearning
11. Summary of Benefits forInstructors Versatile application
Provides instructional focus Provides feedback on learners
knowledge Allows for collaboration around studentslearning Impact
of changes made as a result of theselogs can be monitored Vehicle
for promoting the skill of self directedlearning
12. Ensuring SuccessfulImplementation Allow sufficient time to
introduce the tool Be specific in your instructions Provide a
sample format with guidingquestions Inform learners that they will
be: - Keeping a record of what they learned - Assessing their own
learning Copies of these logs, should be submitted at
13. Sample Guiding Questions Briefly describe the assignment or
test. What was itabout?Give one or two examples of your most
successfulresponses. Try to explain what things you did tomake them
successful. Give one or two examples, if relevant, of errors orless
successful responses. What did you do wrongor fail to do in each
case? The next time you confront a similar situation, what,if
anything, could you do differently to increase yourlearning?
(Angelo et al, 1993)
14. Reliability and Validity Content Validity Consequences
Validity Predictive Validity Process Validity Reliability(Mauger,
2012)
15. Challenges with this tool Requires preparation and class
time tointroduce and implement effectively Link between using the
tool and programoutcomes needs to be clear Feedback from instructor
is needed atregular intervals Balanced focus is vital to ensure
learnersdo not become discouraged
16. Thank you & Good Luck
17. References Angelo, T. A. & Cross, K, P.
(1993).Classroom assessment techniques: ahandbook for college
teachers. (2nd ed.) SanFrancisco: Jossey-Bass.Fenwick, T. J. &
Parsons, J. (2009). Theart of evaluation. (2nd ed.). Toronto,
Ontario:Thompson Educational Publishing Inc. Mauger, D. (2012).
PIDP 3230 evaluation of learning. Online Course